Contextual Influences of Maps and Diagrams on Learning

Kealy, William A.; Webb, James M.

doi:10.1006/ceps.1995.1022

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…They also rated diagrams as more effective than photographs for illustrations and were valued for assisting visualisation and understanding processes. Similarly, McCrudden et al (2007) found that 'causal diagrams improve comprehension by explicitly representing the implicit causal structure of the text in a visual format' while Kealy and Webb (1995) investigated how maps more than diagrams associated with text add value to the learning of concepts.…”

Section: Learning From 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 These issues are examined through a review of the literature and the reporting of previously unpublished surveys within The Open University on the value of diagrams to systems studies and the role of technology in influencing the study of diagramming in the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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Section: Learning From 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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“…A relatively large number of studies have focused on computer-aided, or computer-mediated, learning of graphics (e.g., Linn, Layman, & Nachmias, 1987;Lindwall, 1998;Lindwall & Ivarsson, 2004;Nemirovsky & Noble, 1997;Nemirovsky, Tierney, & Wright, 1998), whereas others deal with if-or to what extent-different types of graphic displays may enhance learning and recollection of subject matter (e.g., Kealy & Webb, 1995;Verdi, Kulhavy, Stock, Rittschof, & Johnson, 1996;Winn, 1991).…”

Section: Some Previous Researchmentioning

confidence: 99%

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Åberg‐Bengtsson

Ottosson

2005

J Res Sci Teach

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Based on studies carried out on qualitative data an instrument was constructed for investigating how larger numbers of students handle graphics. This test, consisting of 18 pages, each with its own graphic display(s) and a set of tasks, was distributed to 363 students, 15-16 years of age, from five different schools. The format of the questions varied, as did the format of the graphics. As students' performance was expected to be multidimensional, confirmatory factor analysis was carried out with a structural equation modeling technique. In addition to the identification of a general graphicacy-test factor (Gen) and an end-of-test effect (End 0 ), a narrative dimension (Narr 0 ) was vaguely indicated. This model was then related to a six-factor model of students' formal academic achievement measured by their leaving certificates from compulsory education. The strongest correlation obtained was between the general graphicacy-test dimension (Gen) and a mathematic/science factor (MathSc 0 ) in the grades model. In addition, substantial relationships were detected between the Gen factor and both an overall school achievement factor (SchAch) and a language factor (Lang 0 ) in the grades model. ß 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: [43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60][61][62] 2006 Graphs, charts, cartograms, thematic maps, etc., are common tools for handling and communicating quantitative information in contemporary society. Successively, through their years of schooling, students encounter increasingly more advanced forms of graphic displays, both in direct educational situations and as illustrations and/or complementary facts on other subject matters. Students' access to modern computers equipped with graphic application software makes possible not only an abundance of graphics (sometimes unnecessarily elaborate) in magazines, newspapers, television, and electronic media-encountered in their everyday life both in and out of school-but also allows them to create these images. Thus, being ''graphicate''

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“…What about applications that coordinate interaction across multiple information views, the map being only one of them [108,109,221]? Does simply calling an application an "interactive map" change the way it is understood and used, as with the positive influence of using the term "map" instead of "diagram" [138,157]? Does the existential question of "what is an interactive map?"…”

Section: Seeing-thatmentioning

confidence: 99%

Interactive maps: What we know and what we need to know

Roth¹

2013

JOSIS

113

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This article provides a review of the current state of science regarding cartographic interaction, a complement to the traditional focus within cartography on cartographic representation. Cartographic interaction is defined as the dialog between a human and map, mediated through a computing device, and is essential to the research into interactive cartography, geovisualization, and geovisual analytics. The review is structured around six fundamental questions facing a science of cartographic interaction: (1) what is cartographic interaction (e.g., digital versus analog interactions, interaction versus interfaces, stages of interaction, interactive maps versus mapping systems versus map mash-ups); (2) why provide cartographic interaction (e.g., visual thinking, geographic insight, the stages of science, the cartographic problematic); (3) when should cartographic interaction be provided (e.g., static versus interactive maps, interface complexity, the productivity paradox, flexibility versus constraint, work versus enabling interactions); (4) who should be provided with cartographic interaction (e.g., user-centered design, user ability, expertise, and motivation, adaptive cartography and geocollaboration); (5) where should cartographic interaction be provided (e.g., input capabilities, bandwidth and processing power, display capabilities, mobile mapping and location-based services); and (6) how should cartographic interaction be provided (e.g., interaction primitives, objective-based versus operator-based versus operand-based taxonomies, interface styles, interface design)? The article concludes with a summary of research questions facing cartographic interaction and offers an outlook for cartography as a field of study moving forward

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Contextual Influences of Maps and Diagrams on Learning

Cited by 8 publications

References 17 publications

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

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

What lies behind graphicacy? Relating students' results on a test of graphically represented quantitative information to formal academic achievement

Interactive maps: What we know and what we need to know

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