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The Instructional Effect of Varying Visuals in Drawing and Writing Applied to Learning with Multiple Representations  

Kang, Hun-Sik (Seoul National University)
Lee, Sung-Mi (Seoul National University)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.3, 2006 , pp. 367-375 More about this Journal
Abstract
This study investigated the effects of varying visuals in drawing and writing as methods to assist students in connecting and integrating multiple external representations provided in learning the particulate nature of matter. Seventh graders (N=233) at a coed middle school were assigned to control, static drawing (SO), dynamic drawing (DD), static writing (SW), and dynamic writing (DW) groups. The students were taught about "Boyle's Law" and "Charles's Law" for two class periods. Two-way ANCOVA results revealed that the scores of a conception test for the two drawing (SD, DD) groups and the two writing (SW, DW) groups were significantly higher than those for the control group. Within the writing groups, students of lower spatial visualization ability in the DW group scored significantly higher than those in the SW group. However, no significant differences were found in the scores of the conception test for the two drawing (SD, DD) groups regardless of students' visualization ability. Researchers also found that most students in both DD and DW groups had respectively positive perceptions of dynamic visuals in drawing or writing.
Keywords
multiple representations; drawing; writing; static visual; dynamic visual; spatial visualization ability;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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