An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students.
An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students.
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脚手架和情境对二年级和四年级大学生图形素养训练效果的实验研究。
DOI：
10.1037/stl0000344
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Stevens, Courtney
中科院分区：
文献类型：
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作者：
Witkow, Melissa R.;Spiekerman, Allie;Ford-Roshon, Chagall;Hershman, Tova;Stevens, Courtney
大学水平的科学、技术、工程和数学 (STEM) 课程和教师经常错误地认为学生知道如何有效地使用图表来学习课程内容。本研究以阅读教学策略为模型，并使用显示已发表的心理学研究结果的条形图作为材料，检验了简短的在线图形阅读程序是否有助于训练一年级和二年级大学生的图形读写能力。特别是，我们实验性地交叉了脚手架的条件（即，从更容易到更困难的图表和问题）和上下文（即，提供有关所显示变量的背景信息及其与研究问题相关的含义），同时为所有条件下的错误答案选择提供反馈。来自四年制和两年制大学的学生 (N = 356) 在图表阅读评估中立即和两周后表现出更好的分数，当时他们的培训包括脚手架和/或上下文。结果表明，有意识地提供支架式和情境相关的图形读写技能培训，而不是像许多 STEM 课程中那样简单地提供图形接触，可能对学生学习特别有效。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）
College-level science, technology, engineering, and math (STEM) courses and instructors often incorrectly assume that students know how to effectively use graphs to learn course content. Modeled on strategies from reading instruction, and using bar graphs displaying research findings from published psychology studies as materials, the present study examined whether a brief, online graph-reading program could help train graphical literacy skills among first-and second-year college students. In particular, we experimentally crossed conditions of scaffolding (ie, progressing from easier to more difficult graphs and questions) and context (ie, providing background information about the variables displayed and their meaning in relation to a research question), while providing feedback for incorrect answer choices across all conditions. Students from both a 4-year and a 2-year college (N= 356) demonstrated better scores on a graph-reading assessment, immediately and 2-weeks later, when their training included scaffolding and/or context. The results suggest that intentionally providing scaffolded and contextually relevant training of graphical literacy skills rather than simply providing exposure to graphs, as may be the case in many STEM classes, may be particularly effective for student learning.(PsycInfo Database Record (c) 2022 APA, all rights reserved)