Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing

Wu, Hsin Kai; Lin, Yu Fen; Hsu, Ying Shao

doi:10.1007/s11251-012-9244-3

Cited by 27 publications

(20 citation statements)

References 32 publications

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“…For these reasons, visualization and visualization technologies have become important for biology courses. Visual illustrations not only improve students' activity and motivation but also open a way to learn besides from text‐based knowledge (Chiu et al, ; Cook, ; Jagerskog, ; Wu, Lin, & Hsu, ).…”

Section: Introductionmentioning

confidence: 99%

The effects of augmented reality on students' academic achievement and motivation in a biology course

Erbaş

Demirer

2019

Computer Assisted Learning

141

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This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation.

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Section: Introductionmentioning

confidence: 99%

The effects of augmented reality on students' academic achievement and motivation in a biology course

Erbaş

Demirer

2019

Computer Assisted Learning

141

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“…These multiple external representations (MERs) have been widely used for teaching and learning (see reviews in Ainsworth, 1999;Wu & Puntambekar, 2012). To fully explore the potential of MERs, educational researchers have identified various design parameters and representational characteristics of MERs such as forms, sequences, and modalities (Ainsworth, 2006), and examined the effects of these parameters and characteristics on learning by integrating them into instructional materials (e.g., Mayer, Hegarty, Mayer, & Campbell, 2005;Wu, Lin, & Hsu, 2013). However, what remains relatively little understood is the effects of the use of MERs on students' performances in computer-based assessments, particularly in those evaluating complex science abilities.…”

Section: Introductionmentioning

confidence: 99%

What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities

Kuo

Jen

et al. 2015

Computers & Education

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“…Understanding and reconstructing different representations in relation to one another is a highly personalized process, and even with the same set of representations, students might utilize them in quite different ways (Eilam, 2013), depending on their prior knowledge of the topic (Cook, Carter, & Wiebe, 2008), the way the representations are presented (Treagust & Tsui, 2013), the nature of representations (Treagust & Tsui, 2013), and students' metarepresentational competencies (diSessa & Sherin, 2000). Considering the complexities of learning with multiple representations, researchers recommend that teachers need to examine what information actually becomes accessible to students and how they might use the information and then find a more effective way of integrating multiple representations to assist in students' learning processes (Ainsworth, 2008;Ainsworth, Bibby, & Wood, 1998;Goldman, 2003;Prain, Tytler, & Peterson, 2009;White & Frederiksen, 1990;Wu, Lin, & Hsu, 2013). To the best of our knowledge, however, there is no unifying analytical framework for analyzing the use of MERs.…”

Section: Introductionmentioning

confidence: 99%

Students’ Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

2014

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The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two‐tier diagnostic test were administered to evaluate students’ learning strategies of integrating multiple representations. The functions of multiple representations (complementary, constraining, and deeper understanding) suggested by Ainsworth () were adapted as the analytical framework to better describe the participating students’ learning strategies with multiple representations (access complementary information, apply one representation to interpret the other, and evaluate representations). The categorization of students’ learning strategies facilitated interpreting their diverse understanding in relation to the multiple representations. In addition to a summary of students’ learning strategies, three case examples are presented to show how the framework was applied in the analysis and to discuss how the learning strategies interacted with students’ understanding of the multiple representations and of the concept.

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Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing

Cited by 27 publications

References 32 publications

The effects of augmented reality on students' academic achievement and motivation in a biology course

The effects of augmented reality on students' academic achievement and motivation in a biology course

What makes an item more difficult? Effects of modality and type of visual information in a computer-based assessment of scientific inquiry abilities

Students’ Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

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