The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge
The Interpretation of Cellular Transport Graphics by Students with Low and High Prior Knowledge
复制标题
具有低和高先验知识的学生对蜂窝传输图形的解释
DOI：
10.1080/09500690601187168
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发表时间：
2008
影响因子：
2.3
通讯作者：
E. Wiebe
中科院分区：
文献类型：
--
作者：
Michelle Cook;Glenda Carter;E. Wiebe
这项研究的目的是考察细胞运输的先验知识如何影响美国高中生如何看待和解释这一主题的图形表示。参与者是高年级生物学学生(n=65)；每个参与者都曾在高中学习过生物学课程。在使用扩散和渗透诊断测试评估先验知识后，选择了两种细胞运输过程的图形表示进行分析。三种不同的数据收集方法--眼球跟踪、访谈和问卷调查--被用来调查图形的显著特征、图形的解释以及在处理和解释图形时遇到的处理难度的差异。来自眼球跟踪数据、访谈和教学表征问卷的结果被三角化，揭示了学生在注意和解释颗粒差异、浓度梯度、三磷酸腺苷的作用、吞噬和吐出作用以及文本标签和说明文字方面的差异。在没有足够的领域知识的情况下，低先验知识的学生专注于图形的表面特征(例如，粒子颜色的差异)，以建立对所代表的概念的理解。另一方面，拥有更丰富和更好组织的领域知识，高先前知识的学生更有可能关注图形中与主题相关的内容，这增强了他们的理解。这项研究的结果提供了一个更全面的理解，使不同准备的学习者如何看待和解释图形，并有可能为教学设计提供信息。
The purpose of this study was to examine how prior knowledge of cellular transport influenced how high school students in the USA viewed and interpreted graphic representations of this topic. The participants were Advanced Placement Biology students (n = 65); each participant had previously taken a biology course in high school. After assessing prior knowledge using the Diffusion and Osmosis Diagnostic Test, two graphical representations of cellular transport processes were selected for analysis. Three different methods of data collection—eye tracking, interviews, and questionnaires—were used to investigate differences in perceived salient features of the graphics, interpretations of the graphics, and processing difficulty experienced while attending to and interpreting the graphics. The results from the eye tracking data, interviews, and instructional representation questionnaires were triangulated and revealed differences in how high and low prior knowledge students attended to and interpreted particle differences, concentration gradient, the role of adenosine triphosphate , endocytosis and exocytosis, and text labels and captions. Without adequate domain knowledge, low prior knowledge students focused on the surface features of the graphics (ex. differences in particle colour) to build an understanding of the concepts represented. On the other hand, with more abundant and better‐organised domain knowledge, high prior knowledge students were more likely to attend to the thematically relevant content in the graphics, which enhanced their understanding. The findings of this study offer a more complete understanding of how differentially prepared learners view and interpret graphics and have the potential to inform instructional design.
影响因子：
5.4
作者：
KINTSCH, W
通讯作者：
KINTSCH, W