Explaining with nonshared illustrations: How they constrain explanations

Jucks, Regina; Bromme, Rainer; Runde, Anne

doi:10.1016/j.learninstruc.2007.01.006

Cited by 10 publications

(7 citation statements)

References 38 publications

(27 reference statements)

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“…This is why written instructions are of utmost importance, and they have to be highly coherent for novice students (Mayer, 1989; McNamara et al , 1996). It therefore is essential that instructors are at ease with their choice, because their verbal instructions must correspond with the information carried by the image (Seufert and Brünken, 2006; Bartholomé and Bromme, 2009); and, vice versa, the prompt must prompt coherent verbal instructions (Jucks et al , 2007; Runde et al , 2007). It is our experience that instructors also need images, perhaps more than students when in a lecture setting.…”

Section: Discussionmentioning

confidence: 99%

Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

Kramer

Dahmani

Delouche

et al. 2012

LSE

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The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course.

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Section: Discussionmentioning

confidence: 99%

Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

Kramer

Dahmani

Delouche

et al. 2012

LSE

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show abstract

“…In the terminology of writing research, they need to match the instantiated text with both the intended message and the specific needs and competencies of the intended audience. Research has shown that the layperson often “fades” into the background in written, Internet-based settings, and that experts formulate their response in more technical terms than would be appropriate from the reader’s point of view (Jucks, Bromme, & Runde, 2007).…”

Section: Discussionmentioning

confidence: 99%

Supporting Experts’ Written Knowledge Communication Through Reflective Prompts on the Use of Specialist Concepts

Jucks

Schulte-Löbbert

Bromme

2007

Zeitschrift für Psychologie / Journal of Psychology

Self Cite

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Communicating expert knowledge to a lay addressee in writing is a demanding task that requires a great deal of mental effort. This article reports on a study in which experts were prompted to reflect either on a text they had produced (content focus condition) or on its comprehensibility to a layperson (recipient focus condition). A software tool highlighted the specialist terms or concepts used by the expert writers and guided the reflection process. Subsequent to this reflection phase, writers had the opportunity to revise their texts. Experts in the recipient focus condition significantly expanded their texts and made more meaningful revisions. For example, they were more likely than experts in the content focus condition to explain central concepts in their revision. Results are discussed from the perspective of writing theories and in terms of their practical implications for written knowledge communication.

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“…Drawing on works investigating human-computer interaction (Brennan and Clark 1996) as well as our own research into computermediated communication (Jucks et al 2007), we suggest that the effects of the medium itself-in this case, the support software-should be considered as a component of collaboration support. It serves as an additional communication partner, influencing communication directly.…”

Section: Commentary By Elisabeth Paus and Ina Jucksmentioning

confidence: 99%

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

et al. 2009

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Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized for being coercive and not allowing students to self-regulate their learning. Adaptive collaboration support, which would provide students with assistance when and where they need it, is a possible solution. However, due to limitations of natural language processing, the development of adaptive support based on an analysis of student dialogue is difficult. To facilitate the implementation of adaptive collaboration support, we propose to leverage existing intelligent tutoring technology to provide support based on student problemsolving actions. The present paper gives two examples that demonstrate this approach and reports first experiences from the implementation of the systems in real classrooms. We conclude the paper with a discussion of possible future developments in adaptive collaboration support.Keywords Collaboration scripts . Adaptive collaborative learning systems . Intelligent tutoring While research on collaborative learning has generally shown that student interaction can increase group performance and individual learning outcomes, these positive effects are not always found (cf. meta-analysis by Lou et al. 2001). Often students show unequal engagement in the collaborative learning activity; a few group members take responsibility for the problem-solving, while others engage in social loafing and are not motivated to interact with their partners (e.g. O'Donnell 1999). Even if students are engaged in the interaction, they might not show the type of collaborative behaviour that is positively related to learning. For instance, students often answer a partner's question by merely telling

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Explaining with nonshared illustrations: How they constrain explanations

Cited by 10 publications

References 38 publications

Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

Supporting Experts’ Written Knowledge Communication Through Reflective Prompts on the Use of Specialist Concepts

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

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