The Effects of Presentation Mode and Colour in Teaching the Visualisation of Rotation in Diagrams of Molecular Structures

Seddon, G. M.; Shubber, K. E.

doi:10.1080/0263514840020208

Cited by 11 publications

(7 citation statements)

References 9 publications

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“…Other studies have shown that instruction using shaded diagrams of rotated models is more effective than using unshaded diagrams , presumably because shading is effective in capturing the three-dimensionality of the diagrams, whereas simple projection is not. Also, Seddon and Shubber (1984) found that it was more effective to present diagrams of objects at different rotations simultaneously rather than successively, and that the presence of color improved subjects' learning from the diagrams.…”

Section: Visualization In Three Dimensionsmentioning

confidence: 96%

Learning from maps and diagrams

1991

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Section: Visualization In Three Dimensionsmentioning

confidence: 96%

Learning from maps and diagrams

1991

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“…Equally, many studies into the use of diagrams in education examine both the teaching mode and the learning experiences or achievements of learners at the same time (Seddon and Shubber, 1984;Winn, 1991;Carney and Levin, 2002;Doymus, 2007;Davenport et al 2008). In this respect there is a distinction that can be made between diagrams that are mainly to be read, that is they are used in texts, presentations or animations (Jones and Scaife, 2000) as an instructional device but the students is not expected to create similar diagrams while learning or in assignments, and those that are to be read and written, where students will be expected to create similar diagrams (but not just simply recreate the ones they have read).…”

Section: Teaching With Diagramsmentioning

confidence: 99%

A Review of Diagramming in Systems Practice and How Technologies Have Supported the Teaching and Learning of Diagramming for Systems Thinking in Practice

Lane

2012

Syst Pract Action Res

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The educational process arguably involves a mediated discourse between teachers and learners to aid sense or meaning making for both parties. That mediation, particularly in distance teaching models, is often done through the use of educational resources, whereby teachers develop and/or select the educational resources which the learners then study or engage with through purposeful activities. Some issues or topics are so complicated or complex that words or numbers may be insufficient to represent the meanings contained within them and this is particularly relevant to systems studies which examine complex adaptive systems. Equally diagrams can break out of the linear and systematic nature of printed text to show non-linear and systemic features. This latter trait has been enhanced through the emergence in recent years of digital technologies whereby hypertext and other web applications now make it easier to create dynamic and/or interactive diagrams. And yet there has been little recent research into the influence of such technologies on the learning of systems diagramming skills at a distance. These issues are examined through a review of the literature and the reporting of previously unpublished surveys within The Open University on the value of diagrams to systems studies and the role of technology in influencing the study of diagramming in the teaching of systems thinking in practice. This review indicates that diagrams are seen as an important feature of systems studies and that digital technology can be effective in supporting the teaching and learning of systems diagramming skills at a distance. It also notes that new investigations are needed to examine whether more recent developments in digital technologies have made them more effective and/or efficient for teaching and using such skills in practice.

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“…As regards research evidence, Seddon & Shubber (1985), in another experiment using monochrome diagrams, showed that 13-and 15-year old Bahraini students can be taught to improve their ability to visualise rotations, but the extent of their improvement was not so marked as that of 17-year olds. In contrast, Seddon & Shubber (1984), as well as Seddon, El Farra & Jusoh (1984) found that, when the monochrome diagrams were presented in a manner different from that of Seddon & Shubber (1985), they were completely unsuccessful in trying to teach Bahraini and English students respectively. However, as described previously, Seddon & Shubber (1984) did obtain successful results using coloured diagrams with 15-year old Bahraini students.…”

Section: Experiments Imentioning

confidence: 94%

“…In contrast, Seddon & Shubber (1984), as well as Seddon, El Farra & Jusoh (1984) found that, when the monochrome diagrams were presented in a manner different from that of Seddon & Shubber (1985), they were completely unsuccessful in trying to teach Bahraini and English students respectively. However, as described previously, Seddon & Shubber (1984) did obtain successful results using coloured diagrams with 15-year old Bahraini students. These results clearly show an effect of age, and the possibility of an interaction with degree of colour.…”

Section: Experiments Imentioning

confidence: 94%

The Effects of Colour in Teaching the Visualisation of Rotations in Diagrams of Three‐dimensional Structures

Seddon

Shubber

1985

British Educational Res J

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Two different experiments were carried out to compare the effectiveness of instructional programmes containing different degrees of colouring in diagrams. In Experiment I, the programmes were administered to students at different ages over the range 13‐17 years. In Experiment II, where the programmes also varied in terms of the numbers of diagrams used, they were administered only to 17‐year olds. In both experiments, the effectiveness of the programmes was found to vary with the degree of colouring in an inverted‐U relationship. There were also significant interactions for degree of colouring with chronological age, and with the number of diagrams used.

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The Effects of Presentation Mode and Colour in Teaching the Visualisation of Rotation in Diagrams of Molecular Structures

Cited by 11 publications

References 9 publications

Learning from maps and diagrams

Learning from maps and diagrams

A Review of Diagramming in Systems Practice and How Technologies Have Supported the Teaching and Learning of Diagramming for Systems Thinking in Practice

The Effects of Colour in Teaching the Visualisation of Rotations in Diagrams of Three‐dimensional Structures

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