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Beyond ball-and-stick: Students' processing of novel STEM visualizations
ARTICLE

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Learning and Instruction Volume 26, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but less is known about how and when learners develop representational fluency. This project examined students' moment-by-moment adoption patterns for scientific visualizations. In a laboratory experiment, introductory-level organic chemistry students viewed familiar ball-and-stick and novel electrostatic potential map representations while solving chemistry problems. Eye movement patterns, verbal explanations, and individual difference analyses showed that students initially relied on familiar representations, particularly for difficult questions. However, as the task unfolded, students with more prior knowledge began relying upon the novel visualizations. These results indicate adoption and fluent use of visualizations is not given; rather, it is a function of prior knowledge and unfolding experience with presented content.

Citation

Hinze, S.R., Rapp, D.N., Williamson, V.M., Shultz, M.J., Deslongchamps, G. & Williamson, K.C. (2013). Beyond ball-and-stick: Students' processing of novel STEM visualizations. Learning and Instruction, 26(1), 12-21. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.12.002

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