Characterizing Student-Generated Inscriptional Forms in the Context of Science News Infographics Authoring

• In Event: 72.065 - Roundtable Session 30
  In Roundtable Session: 72.065-6 - The Interaction of Problem Solving and Learning Environments

Abstract

Previous studies have questioned the purpose and level of complexity of inscriptions found in science textbooks and academic journals for student learning, and the challenges students encounter while learning with and about inscriptions. However, not much is known about student-generated inscriptions and their contribution in the learning process. Based on preliminary analysis, this study presents the range of inscriptions students produced in the context of authoring science news infographics for publication. 156 students participated in the project over two years in two research settings. Preliminary findings show that student-generated inscriptions can be grouped along a continuum ranging from simple, iconic representations to more abstract, data-driven, explanatory inscriptions reflecting broader inscriptional repertoire. The findings have implications for research and instructional practice.

Authors

• Engida Hailye Gebre, Simon Fraser University

• Joseph L. Polman, University of Colorado - Boulder