Browse > Article
http://dx.doi.org/10.14697/jkase.2019.39.5.655

A Study on Middle School Students' Problem Solving Processes for Scientific Graph Construction  

Lee, Jaewon (Seoul National University)
Park, Gayoung (Seoul National University)
Noh, Taehee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.5, 2019 , pp. 655-668 More about this Journal
Abstract
In this study, we investigated the middle school students' processes of scientific graph construction from the perspective of the problem solving process. Ten 9th graders participated in this study. They constructed a scientific graph based on pictorial data depicting precipitation reaction. The think-aloud method was used in order to investigate their thinking processes deeply. Their activities were videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that their processes of scientific graph construction could be classified into four types according to the problem solving strategy and the level of representations utilized. Students using the structural strategy succeeded in constructing scientific graph regardless of the level of representation utilized, by analyzing the data and identifying the trend based on the propositional knowledge about the target concept of the graph. Students of random strategy-higher order representation type were able to succeed in constructing scientific graph by systematically analyzing the characteristics of the data using various representations, and considering the meaning of the graph constructed in terms of the scientific context. On the other hand, students of random strategy-lower order representation type failed to construct correct scientific graph by constructing graph in a way of simply connecting points, and checking the processes of graph construction only without considering the scientific context. On the bases of the results, effective methods for improving students' ability to construct scientific graphs are discussed.
Keywords
graph construction; problem solving; representation; think-aloud;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Kohl, P. B., & Finkelstein, N. D. (2008). Patterns of multiple representation use by experts and novices during physics problem solving. Physical Review Special Topics-Physics Education Research, 4(1), 010111.   DOI
2 Kwon, J., & Lee, S. (1988). A Comparative analysis of expert's and novice's thinking processes in solving physics problems. A Journal of the Korean Association for Science Education, 8(1), 43-55.
3 Lapp, D. A., & Cyrus, V. F. (2000). Using data-collection devices to enhance students' understanding. Mathematics Teacher, 93(6), 504-510.   DOI
4 Larkin, J. H. (1978). Problem solving in physics: Structure, process, and learning. In J. M. Scandura & C. J. Brainerd (Eds.), Structural/process models of complex human behavior. (pp. 445-458). The Netherlands: Sijthoff & Noordhoff.
5 Larkin, J. H. (1981). Cognition of learning physics. American Journal of Physics, 49(6), 534-541.   DOI
6 Larkin, J. H., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Models of competence in solving physics problems. Cognitive Science, 4(4), 317-345.   DOI
7 Lee, H., Ryu, H., & Chang, K. (2009). Investigation to teach graphical representations and their interpretations of functions to fifth graders. The Korea Society of Educational Studies in Mathematics, 11(1), 131-145.
8 Lemke, J. (1998). Multimedia literacy demands of the scientific curriculum. Linguistics and Education, 10(3), 247-271.   DOI
9 Lim, H.-M., Kim, Y.-H., & Kim, Y.-S. (2010). Female high school students' ability to construct graphs in biology. The Korean Society of Biology Education, 38(2), 342-352.
10 Madden, S. P., Jones, L. L., & Rahm, J. (2011). The role of multiple representations in the understanding of ideal gas problems. Chemistry Education Research and Practice, 12(3), 283-293.   DOI
11 McKenzie, D. L., & Padilla, M. J. (1986). The construction and validation of the test of graphing in science(TOGS). Journal of Research in Science Teaching, 23(7), 571-579.   DOI
12 Atwater, M. M., & Alick, B. (1990). Cognitive development and problem solving of Afro-American students in chemistry. Journal of Research in Science Teaching, 27(2), 157-172.   DOI
13 Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students' performance on five integrated science process skills. Research in Science & Technological Education, 19(2), 133-145.   DOI
14 Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62(8), 750-762.   DOI
15 Park, J. (2018). Features of elementary students' intuitive thinking during the problem solving activities on thermal phenomena: Focusing on the processes of emergence and elaboration. Doctoral dissertation, Seoul National University, Seoul.
16 Meredith, D. C., & Marrongelle, K. A. (2008). How students use mathematical resources in an electrostatics context. American Journal of Physics, 76(6), 570-578.   DOI
17 Noh, T., Jeon K., Han, I., & Kim, C. (1996). Comparison of chemistry problem solving behaviors in the aspects of cognitive developmental level of student and context of problem. Journal of the Korean Association for Science Education, 16(4), 389-400.
18 Park, H.-K., & Kwon, J.-S. (1994). A study on students' thinking processes in solving physics problems. Journal of the Korean Association for Science Education, 14(1), 85-102.
19 Park, Y. (2002). Teaching and learning of physics problem solving[물리문제해결 학습과 지도]. In I. Kim, J. Park, K. Choi, J. Song & Y. Park (Eds.), General physics education II[물리교육학 총론 II]. (pp. 69-136). Seoul: Bookshill.
20 Park, Y., & Cho, Y.-K. (2005). Analysis of physics problem solving processes of high school students to qualitative and quantitative problems. Journal of the Korean Association for Science Education, 25(4), 526-532.
21 Ploetzner, R., Lippitsch, S., Galmbacher, M., Heuer, D., & Scherrer, S. (2009). Students' difficulties in learning from dynamic visualisations and how they may be overcome. Computers in Human Behavior, 25(1), 56-65.   DOI
22 Potgieter, M., Harding, A., & Engelbrecht, J. (2008). Transfer of algebraic and graphical thinking between mathematics and chemistry. Journal of Research in Science Teaching, 45(2), 197-218.   DOI
23 Brasell, H. M. (1990). Graphs, graphing, and graphers. What Research Says to the Science Teacher, 6, 69-85.
24 Berg, C. A., & Smith, P. (1994). Assessing students' abilities to construct and interpret line graphs: Disparities between multiple-choice and freeresponse instruments. Science Education, 78(6), 527-554.   DOI
25 Bing, T. J., & Redish, E. F. (2006). The cognitive blending of math and physics knowledge. In Proceedings of the 2006 Physics Education Research Conference, Syracuse, NY, USA.
26 Bing, T. J., & Redish, E. F. (2009). Analyzing problem solving using math in physics: Epistemological framing via warrants. Physical Review Special Topics-Physics Education Research, 5(2), 020108.   DOI
27 Byun, T. (2012). An understanding of students' physics problem solving processes by using house model. Doctoral dissertation, Seoul National University, Seoul.
28 Canham, M., & Hegarty, M. (2010). Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20 (2), 155-166.   DOI
29 Chiu, M.-H. (2001). Algorithmic problem solving and conceptual understanding of chemistry by students at a local high school in Taiwan. Proceedings of the National Science Council, Republic of China Part D: Mathematics, Science and Technology Education, 11(1), 20-38.
30 Cho, S. (1993). A comparison of students' responses to everyday and scientific context problems about the particulate nature of matter. Master's thesis, Seoul National University, Seoul.
31 Choi, J., & Heo, H. (2013). A study on formation of the process-object perspective of function using excel to specialized high school math underachievers. The Korea Society of Educational Studies in Mathematics, 23(2), 213-235.
32 Vermaat, H., Terlouw, C., Dijkstra, S., & Vermaat, J. H. (2003). Multiple representations in web-based learning of chemistry concepts. In Proceedings of the 84th Annual Meeting of the American Educational Research Association, San Francisco, CA, USA.
33 Rau, M. A. (2015). Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations. The Royal Society of Chemistry, 16(3), 654-669.
34 Secken, N., & Yoruk, N. Z. (2012). An analysis of relations between concerns about the use of graphs in chemistry classes and multiple intelligences in terms of different variables. International Journal of New Trends in Arts, Sports & Science Education, 1(2), 142-156.
35 Tuminaro, J., & Redish, E. F. (2004). Understanding students' poor performance on mathematical problem solving in physics. In Proceedings of the 2004 Physics Education Research Conference, University of Maryland, MD, USA.
36 Yang, S. J., & Jang, M. D. (2012). Analysis of children's constructing and interpreting of a line graph in science. Journal of Korean Elementary Science Education, 31(3), 321-333.   DOI
37 Zoller, U., Dori, Y., & Lubezky, A. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185-203.   DOI
38 Ferguson, L. E., Braten, I., & Stromso, H. I. (2012). Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction, 22(2), 103-120.   DOI
39 Cooper, M. M., Grove, N., Underwood, S. M., & Klymkowsky, M. W. (2010). Lost in Lewis structures: An investigation of student difficulties in developing representational competence. Journal of Chemical Education, 87(8), 869-874.   DOI
40 Dori, Y. J., & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250.   DOI
41 Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124-158.   DOI
42 Gabel, D. L., Sherwood, R. D., & Enochs, L. (1984). Problem-solving skills of high school chemistry students. Journal of Research in Science Teaching, 21(2), 221-233.   DOI
43 Gultepe, N. (2016). Reflections on high school students' graphing skills and their conceptual understanding of drawing chemistry graphs. Educational Sciences: Theory and Practice, 16(1), 53-81.
44 Hill, M., & Sharma, M. D. (2015). Students' representational fluency at university: A cross-sectional measure of how multiple representations are used by physics students using the representational fluency survey. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1633-1655.
45 Hipkins, R. (2011). Challenges with graph interpretation: A review of the literature. Studies in Science Education, 47(2), 183-210.   DOI
46 Jeon, K. (1999). Problem solving strategy and paired think aloud problem solving: Instructional effect and small group problem solving process in chemistry class. Doctoral dissertation, Seoul National University, Seoul.
47 Hong, M., & Park, Y. (1994). Analysis of characteristics of problem solving process in gas phase problems of college students. Journal of the Korean Association for Science Education, 14(2), 143-158.
48 Hsu, L., Brewe, E., Foster, T. M., & Harper, K. A. (2004). Resource letter RPS-1: Research in problem solving. American Journal of Physics, 72(9), 1147-1156.   DOI
49 Ibrahim, B., & Rebello, N. S. (2012). Representational task formats and problem solving strategies in kinematics and work. Physical Review Special Topics-Physics Education Research, 8(1), 010126.   DOI
50 Kim, T. S., & Kim, B.-K. (2002). The comparison of graphing abilities of pupils in grades 7 to 12 based on TOGS(The test of graphing in science). Journal of the Korean Association for Science Education, 22(4), 768-778.
51 Kim, T. S., Ko, S. K., & Kim, B. K. (2005). Relationships of graphing ability to science-process skills and academic achievement of high school students. Journal of the Korean Association for Science Education, 25(5), 624-633.
52 Kim, Y., Choi, G., & Noh, T. (2009). High school students' errors in constructing and interpreting science graph. Journal of the Korean Association for Science Education, 29(8), 978-989.
53 Kim, Y., Moon, S., Kang, H., & Noh, T. (2009). Analysis of the types of errors in science graph construction processes of middle school students. Journal of the Korean Association for Science Education, 29(2), 168-178.
54 Hong, M. (1995). Influence of characteristics of problems and problem solvers on chemistry problem solving. Doctoral dissertation, Seoul National University, Seoul.