Visual representations as resources for discussion between peers in middle school science

• In Event: AERA Poster Session Thursday 4:15pm
  In Poster Session: Designing for Dialogue in Science Learning

Abstract

We compared group discussions of conceptual questions with visuals to discussing the verbal format of equivalent, isomorphic questions. Ninety-three eighth-grade students were assigned to three conditions: Peer Instruction with visual questions (PI_VIS), Peer instruction with verbal questions (PI_VER), and a control group. Results showed that students in the PI_VIS group achieved significantly higher learning gains and engaged in more elaborate discussions, particularly involving arguments and counterarguments. Visuals elicited misconceived ideas which, in turn, fostered productive dialogue. In contrast, verbal formats elicited fewer interactive exchanges. The data also indicates that groups with lower pretest averages engaged in more productive discourse than groups with higher averages, but that pre to post gains were not correlated with the frequency of argumentative exchanges between peers.

Authors

• Elon Langbeheim, Ben-Gurion University of the Negev

• Einat Ben-Eliyahu, Ben-Gurion University of the Negev