Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations
Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations
复制标题
DNA 复制的视觉表现：中年级学生的感知和解释
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
E. Wiebe
中科院分区：
文献类型：
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作者：
Michelle D. Patrick;Glenda Carter;E. Wiebe
对于科学家和学生来说，视觉表征在科学概念的交流中起着至关重要的作用。然而，最近的研究表明，新手很难从表征中提取相关信息。这项研究考察了学生对DNA复制的视觉表征的解释。教学演示中包含的DNA复制的四个步骤中的每一个都以文本幻灯片、简单的2D图形和丰富的3D图形表示。参与者是参加暑期数学和科学课程的中学女生（n = 21）。研究人员测量了学生们在观看这些图像时的眼球运动。参与者按照指示接受采访，以评估他们感知到的显著特征。眼动追踪注视计数表明，相同的特征（注视区）在相应的二维和三维图形中具有不同的显著性。采访显示，学生们使用不同的特征，如颜色、形状和复杂程度来理解图形。本研究结果对教学表征的设计具有启示意义。由于许多学生难以区分相关和不相关的信息，通过教学表征提示和引导学生的注意力可以使认知资源被引导到最相关的材料上。
Visual representations play a critical role in the communication of science concepts for scientists and students alike. However, recent research suggests that novice students experience difficulty extracting relevant information from representations. This study examined students’ interpretations of visual representations of DNA replication. Each of the four steps of DNA replication included in the instructional presentation was represented as a text slide, a simple 2D graphic, and a rich 3D graphic. Participants were middle grade girls (n = 21) attending a summer math and science program. Students’ eye movements were measured as they viewed the representations. Participants were interviewed following instruction to assess their perceived salient features. Eye tracking fixation counts indicated that the same features (look zones) in the corresponding 2D and 3D graphics had different salience. The interviews revealed that students used different characteristics such as color, shape, and complexity to make sense of the graphics. The results of this study have implications for the design of instructional representations. Since many students have difficulty distinguishing between relevant and irrelevant information, cueing and directing student attention through the instructional representation could allow cognitive resources to be directed to the most relevant material.