Why Does a Diagram-Focused Intervention Help Students Learn Science?

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-2 - Learning Science Through Games, Simulations, and Technologies in Diverse Environments

Abstract

In prior research, we showed that a computer-based classroom intervention that instructs students in conventions of diagrams and asks them to answer science questions from the diagrams is associated with increases in diagram comprehension, compared to answering publisher-developed questions. In the present research, we analyzed student discourse to understand why. Analyses of coded discourse suggest that students in the intervention group were more engaged in the task, as evidenced by more total coded utterances and less off-task talk. Furthermore, students in the treatment condition simply used the diagrams more, both reading literally from the diagrams and summarizing diagram content. Control students more often searched in parts of their paper textbook. We conclude with implications for teachers and researchers.

Authors

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Brian William Miller, Towson University

• Nora Newcombe, Temple University