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Relationships of Graphing Ability to Science-Process Skills and Academic Achievement of High School Students  

Kim, Tae-Sun (North Carolina State University)
Ko, Su-Kyung (Nunggok High School)
Kim, Beom-Ki (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.5, 2005 , pp. 624-633 More about this Journal
Abstract
Line graphs are frequently used to communicate data and basic concepts in classroom activities, Science teachers often assume that students are able to interpret the symbolic meaning of the graphs, but such an assumption is not based on sufficient evidence, The purpose of this study was to investigate the relationships of graphing ability to science-process skills and academic achievement of high school students: With regard to science-process skills, graphing ability was found to have a slight correlation with science-process skills (.41). Among the sub-skills of the science-process, graphing ability was seen to have a relatively high correlation with basic science-process skills such as 'measuring', 'inferring', 'predicting', while having relatively low correlation with integrated science-process skills such as 'formulating hypothesis' and 'generalization', With regard to academic achievement, graphing ability appeared to have no correlation with academic achievement (.06). Hence, a correlation between graphing ability and science-process skills was proved. It can also be concluded that improving graphing ability will greatly support students with their science study and, therefore, organized efforts and efficient educational methods should be developed in order to overcome the insufficient graphing ability among high school students.
Keywords
Graphing Abilities; Science Process Skills; Academic Achievement; Correlation;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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