Pictorial presentation and review strategies in science learning

Alesandrini, Kathryn; Rigney, Joseph W.

doi:10.1002/tea.3660180509

Cited by 27 publications

(14 citation statements)

References 15 publications

(16 reference statements)

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“…They found that students in the DVD group outperformed those in the SVD group. These results were consistent with findings by Rigney and Lutz (1976) and Alesandrini and Rigney (1981) that animation was more effective than plain text in teaching various chemistry concepts in CBI. McCloskey and Kohl (1983) conducted a series of studies to investigate whether the presentation of DVDs influences students' naive (incorrect) beliefs about the behavior of moving objects.…”

Section: Effects Of Dynamic Vs Static Visual Displays In Cbisupporting

confidence: 83%

Instructional conditions for using dynamic visual displays: a review

Park¹,

Hopkins²

1993

Instr Sci

125

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A review of research related to the learning effect of dynamic versus static visual displays in media-bnsed instruction is presented. The analysis reveals that the dynamic visual display (DVD) is generally more effective than the static visual display (SVD). However, the research findings do not consistently support the superior effect of DVDs. These conflicting findings seem to be related to the different theoretical rationales and methodological approaches used in various studies and suggest that the use of DVDs should be determined selectively. From the literature review and theoretical discussions about instructional functions of DVDs, we propose six instru~ional conditions under which DVDs can be effectively used. The conditions are for: (a) demonstrating sequential actions in a procedural task; 0a) simulating causal models of complex system behaviors; (c) explicitly representing invisible system functions and behaviors; (d) illustrating a task which is difficult to describe verbally; (e) providing a visual analogy for an absl~act and symbolic concept, and (f) obtaining attention focused on specific tasks or presentation displays. Finally, several important considerations for the design and presentation of DVDs are discussed.

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Section: Effects Of Dynamic Vs Static Visual Displays In Cbisupporting

confidence: 83%

Instructional conditions for using dynamic visual displays: a review

Park¹,

Hopkins²

1993

Instr Sci

125

View full text Add to dashboard Cite

show abstract

“…A more recent study using science materials in biology found that supplemental line drawings helped high school students learn new concepts (Holliday, 1975). Simple line drawings presented via computer-assisted instruction also facilitated science learning by college students compared to a read-only control condition (Rigney and Lutz, 1976) but not when compared to the verbal strategy of answering inserted questions (Alesandrini and Rigney, 1981). Line drawings also helped high school students of several developmental stages learn an abstract concept in chemistry (Cantu and Herron, 1978).…”

Section: Photos and Drawingsmentioning

confidence: 99%

“…The study revealed weak effects favoring the drawing strategy for all learners and the holistic strategy for females only. A related study investigated a learner-manipulated visual strategy rather than a drawing strategy (Alesandrini and Rigney, 1981). College learners in that study either reread the lesson content or manipulated graphics that were designed to relate specific concepts to the bigger picture.…”

Section: Learner-drawn Picturesmentioning

confidence: 99%

Pictures and adult learning

Alesandrini

1984

Instr Sci

107

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Instructional pictures may be classified on the basis of how they convey meaning including classification as representational, analogical, or arbitrary (Gropper, 1963; Know!ton, 1966). Some previous reviews of picture effects have dealt with only the first category of pictures -that is, pictures that are isomorphic with the objects or concepts that they represent (Alesandrini, 1982;Levin and Lesgold, 1978). Other reviews have also considered arbitrary or non-representational pictures such as flowcharts and graphs (Levie and Lentz, 1982;Macdonald-Ross, 1977a). This article discusses research on all three types of pictures and considers how each type may play a crucial, yet different, role in the learning process. The focus is on picture effects in adult meaningful learning such as concept learning, learning from prose materials, and learning from expository text.

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“…In that study, the treatment was not consistent across different settings (Krajcik, 1991). Alesandrini and Rigney (1981) reported that pictorial presentations and reviews in learning electrochemistry helped college students to perform better on a picture recognition test but not on achievement tests. However, visual materials were not directly related to the molecular level.…”

Section: ) a Recent Study Bymentioning

confidence: 99%

Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem-solving ability

Noh

Scharmann

1997

J. Res. Sci. Teach.

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The instructional influence upon students' conceptions and problem-solving ability of presenting pictures at the molecular level when introducing chemistry concepts and solving chemistry problems was investigated. Before instruction, the Group Assessment of Logical Thinking (GALT) was administered and its score was used as a covariate. For the treatment group, 31 pictorial materials were used during 21 hours of Korean academic high school chemistry classes. For the control group, traditional instruction was used. Six classroom observations (1 hour each in duration) for each group were made. After instruction, the Chemistry Conceptions Test, and the Chemistry Problem-Solving Test (CPST) consisting of 10 pairs of pictorial and algorithmic problems, were administered. Korean students' success on pictorial questions from the CPST was higher than that reported in the literature for college students; however, Korean students did very poorly on algorithmic questions. The GALT score was significantly correlated with students' conceptions and problem-solving ability. Analysis of covariance results indicated that instruction with pictorial materials at the molecular level helped students construct more scientifically correct conceptions than traditional instruction. However, use of the pictorial materials had no facilitating effect on problem-solving ability.

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Pictorial presentation and review strategies in science learning

Cited by 27 publications

References 15 publications

Instructional conditions for using dynamic visual displays: a review

Instructional conditions for using dynamic visual displays: a review

Pictures and adult learning

Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem-solving ability

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