Sketching, not representational competence, predicts improved science learning

Stieff, Mike; DeSutter, Dane

doi:10.1002/tea.21650

Cited by 26 publications

(28 citation statements)

References 40 publications

(83 reference statements)

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“…10,22,23 The term representational competence describes an ability to understand chemical phenomena and translate the phenomena from one representation to other, for example, connecting macroscopic to symbolic and or submicroscopic and vice versa, drawing and predicting chemical reactions phenomena. 22,24,25 The contribution of this competence towards students' success in science learning has been of concern in many areas 26,27 including science, technology, engineering, and math (STEM), 28 and physics. 29 This competence has also been considered as an essential factor to be improved in all educational levels.…”

Section: Introductionmentioning

confidence: 99%

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

Thayban

Habiddin

Utomo

et al. 2021

ACSi

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Virtual and concrete models have been of interest in chemistry teaching to improve students’ understanding of a three-dimensional representation of chemical concepts such as symmetry. This study aims to determine the effectiveness of using concrete and virtual models on students’ understanding of symmetry. Students’ understanding was also explored in light of their spatial ability. The study was conducted using a quasi-experimental design with 62 students as participants. Two different instruments, spatial ability and understanding of symmetry tests, were employed for data collection. Data analysis was performed using the Pearson product-moment correlation and two-way variance analysis test. The results showed the virtual model’s contribution to improving students’ understanding of symmetry is higher than that of the concrete model for both students with high spatial ability (HSA) and low spatial ability (LSA). Also, the better students’ spatial ability, the better their understanding of molecular symmetry.

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Section: Introductionmentioning

confidence: 99%

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

Thayban

Habiddin

Utomo

et al. 2021

ACSi

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“…A study shows that communication skills consistently fail to be demonstrated by science students than analytical, technical, and problemsolving skills (Gray, 2005;Sari & El Islami, 2020;Stieff & DeSutter, 2021). Graduates do not consistently display communication skills when hiring (McInnis et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

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“…Conversely, Nitz et al (2014) results suggest a negative gain relationship between students generating representations and building conceptual knowledge [20], which refutes earlier stud-ies (e.g., [21,22]). Apparent is the lack of a conclusive understanding of how student-generated representations impact students' science conceptual and technical learning [23][24][25][26]. Due to this lack of clarity, in this study we treat development of graph generation RC as an individual component of learning to "think like a physicist", distinguishable from learning other RC components or scientific concepts [20].…”

Section: A Generating Representations: a Component Of Representational Competencymentioning

confidence: 99%

Students’ productive strategies when generating graphical representations: An undergraduate laboratory case study

May¹,

Barth-Cohen²,

Adams³

2021

2021 Physics Education Research Conference Proceedings

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Generating graphical representations is an essential skill for productive student engagement in physics laboratory settings, and is a key component in developing representational competency (RC). As physics lab courses have been reformed to prioritize student engagement in authentic scientific skills and practices, students experience additional freedom to decide what data to include in graphs and what types of graph(s) would allow for appropriate sensemaking towards answering experimental questions. With this, however, there is a dearth of PER literature highlighting the strategies students use while working to generate graphs using their own experimental data. This paper presents a case study analysis of a student group's lab investigation to call attention to how students enact various productive strategies when working towards generating graphical representations in an introductory physics laboratory course. Results of this case study analysis identify three productive strategies students enact when working to generate graphs in lab settings, each of which is related to aspects of representational competency (RC): 1) identifying (potential) covarying quantities; 2) choosing representative data subsets suitable for representation; and 3) iteratively reducing data and generating graphs to assess graph's viability in answering research questions. Our analysis also shows how students frequently refer back to their experimental goals and hypotheses when deciding what strategies to enact to generate graphs.

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Sketching, not representational competence, predicts improved science learning

Cited by 26 publications

References 40 publications

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Students’ productive strategies when generating graphical representations: An undergraduate laboratory case study

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