Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making Among Multiple Visual Representations
Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making Among Multiple Visual Representations
复制标题
将意义建构过程和涉及多种视觉表征之间的联系建立的知觉归纳过程的教学活动结合起来
DOI：
10.1080/07370008.2018.1494179
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发表时间：
2018
影响因子：
3.3
通讯作者：
Sally P. W. Wu
中科院分区：
文献类型：
--
作者：
M. Rau;Sally P. W. Wu
在多个表征之间建立连接是STEM学习中一项重要但困难的能力。先前的研究主要集中在一种涉及连接形成的学习过程：导致对连接的概念性理解的意义形成过程。然而，其他研究表明，第二种学习过程很重要：归纳学习过程导致对连接的感知直觉。我们研究了旨在支持连接理解的意义建构过程的教学活动（理解活动）和支持连接感知直觉的归纳过程的教学活动（感知活动）是否能提高学生对化学知识的学习。一项有117名本科生参加的实验室实验比较了(A)只接受不需要建立联系的传统活动的控制条件下的学生；(b)接受常规和理解活动的条件；(c)接受常规和感知活动的条件；(d)接受常规活动、理解活动和感知活动的组合条件。结果表明，在化学知识测试中，只有组合条件优于对照条件。眼睛注视数据和口头报告表明，理解活动和感知活动对学生在学习阶段如何整合来自多种表征的信息具有互补作用。最后，我们发现学生的空间技能调节了他们从理解活动和感知活动中获得的收益。
Abstract Connection-making among multiple representations is a crucial but difficult competence in STEM learning. Prior research has focused on one type of learning process involved in connection-making: sense-making processes leading to conceptual understanding of connections. Yet, other research suggests that a second type of learning process is important: inductive learning processes leading to perceptual intuitions about connections. We investigate whether combining instructional activities designed to support sense-making processes for understanding of connections (understanding activities) and instructional activities that support inductive processes for perceptual intuitions about connections (perception activities) enhances students’ learning of chemistry knowledge. A laboratory-based experiment with 117 undergraduate students compared students in (a) a control condition that received only conventional activities that did not require connection-making; (b) a condition that received conventional and understanding-activities; (c) a condition that received conventional and perception-activities; and (d) a combined condition that received conventional, understanding-activities, and perception-activities. Results show that only the combined condition outperformed the control condition on a test of chemistry knowledge. Eye-gaze data and verbal reports show that understanding-activities and perception-activities have complementary effects on how students integrate information from multiple representations during the learning phase. Finally, we found that students’ spatial skills moderate their benefit from understanding-activities and perception-activities.