Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes

Bergey, Bradley W.; Cromley, Jennifer G.; Kirchgessner, Mandy L.; Newcombe, Nora S.

doi:10.1111/bjep.12062

Cited by 18 publications

(8 citation statements)

References 37 publications

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“…There is now good evidence that diagram instruction can often help students in middle and high school learn science (Bergey, Cromley and Newcombe, forthcoming;Cromley et al, 2013a;Miller, Cromley and Newcombe, forthcoming) and improve their scores on diagram items on important assessment instruments (Cromley et al, 2016). However, such effects are not always obtained (Bergey et al, 2015). Another tack to take in using diagrams is to support students in working with them, for instance by asking them to fill in verbal labels, finish partially-completed drawings, or discuss them in groups (Tippett, 2016).…”

Section: Diagramsmentioning

confidence: 99%

Harnessing Spatial Thinking to Support Stem Learning

Newcombe

2017

OECD Education Working Papers

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HARNESSING SPATIAL THINKING TO SUPPORT STEM LEARNING Unclassified OECD EDUCATION WORKING PAPERS SERIES OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s). Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Section: Diagramsmentioning

confidence: 99%

Harnessing Spatial Thinking to Support Stem Learning

Newcombe

2017

OECD Education Working Papers

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“…Because of the previous paragraphs, the predictive variables can now be brainstormed, applying the recommended steps to draft a CLD (De Pinho, 2015;Kim, 1992). In order to list potential variables, there was a central question.…”

Section: Examining the Implications Of Failurementioning

confidence: 99%

Considering the Dynamics of FDA Human Factors ValidationRequirement: Implications of Failure and Need to Ensure ProjectSuccess - A Conceptual Framework

Rojas

Sharareh

Cosier

et al. 2019

Proceedings of the International Symposium on Human Factors and

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Recognizing the role of human factors engineering (HFE) in the development of medical devices and combination products that involve devices, the Food and Drug Administration (FDA) now requires human factors (HF) validations before market approval. Manufacturers are responsible for ensuring their products are safe and effective through the application of HFE. However, key stakeholders are still learning and developing capabilities to adapt to the regulatory component. Nonetheless, the lack of the corresponding HF capabilities hinders compliance with the FDA’s expectations, and though ultimate success. No known previous work has looked into FDA HF validation projects to assess the underlying factors and implications of failed submissions. Applying system dynamics (SD), a causal loop diagram (CLD) was developed. CLDs are useful for the exploration of the causal interactions among factors or variables, as well as the underlying feedback structure of a complex system. This work can serve to help manufacturers better understand the FDA’s HF requirement to enable overall product success. Further, with patient safety as a common goal, HF service providers (HFSPs) and regulators should be aware of the need to ensure the consistent quality of the HF element in premarket submissions.

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“…High school, premedical, and medical students who reviewed a brief set of comic strips or a comic chapter book on the anatomy of the digestive system had greater recall of the organs’ functions than control students ( 4 ). A group of tenth-grade biology students who studied diagrams enhanced their restudy and recall of biology concepts ( 5 ). A different group of tenth-grade biology students improved their comprehension of scientific diagrams by participating in workbook-focused instruction on conventions of diagrams and discussions led by a teacher ( 6 ).…”

Section: Introductionmentioning

confidence: 99%