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• W3021754433 abstract "Visualizing the Invisible: Generating Explanations of Scientific Phenomena Eliza Bobek (ebobek@packer.edu) The Packer Collegiate Institute Brooklyn, NY 11238 USA Abstract explanations were explanations. This study investigated the ability of learner-generated visualizations to improve learning in science. The hypothesis was tested in two domains, a mechanical system and a chemical system, and the results were analyzed separately to compare low and high spatial ability learners. The production of visual explanations of a mechanical system, a bicycle tire pump, increased understanding of the pump particularly for participants with low spatial ability. In the domain of chemical bonding, visual explanations were more effective than verbal explanations for all participants. Visual explanations often included crucial yet invisible features; their accurate construction requires and provides a check for completeness of explanations. Introduction Many topics in science are notoriously difficult for students to learn. Mechanisms and processes that exist on a scale outside student experience, such as gravitational pull, chemical bonding, and cellular processes, present particular challenges. When students attempt to learn these phenomena, they often experience difficulty because they must understand not only the individual components of the process (structure) but also the interactions and mechanisms (function). While instruction often involves visualizations, students typically explain in words, spoken or written. Visualizations have many advantages over verbal explanations, especially for science, so asking student to produce visual rather than verbal explanations should improve their learning. When learners make connections between information, knowledge, and experience, by generating headings, summaries, pictures, and analogies, deeper understanding develops (Wittrock, 1990). Mayer and colleagues have conducted several experiments that have shown a learning benefit to generative activities in domains involving invisible components, including electric circuits (Johnson & Mayer, 2010), lightning formation (Johnson & Mayer, 2009), and the chemistry of detergents (Schwamborn et al., 2010). Hausmann & Vanlehn (2007) addressed the possibility that generating explanations is beneficial because learners merely spend more time with the content material. In their study in the domain of physics, provided as effective as generated Learner-generated Explanations in Visual and Verbal Formats Keywords: learning; drawing; external representation; structure; function; spatial ability; self-generated explanation Learner-generated Explanations not The cognitive processes underlying the development of understanding may differ for visual and verbal explanations. Language has words for some parts, configurations, actions, and causes, but complex and complete descriptions of spatial and dynamic systems can be difficult to produce. Visualizations can readily depict the parts, shape, and configuration of a system, but it may be more difficult to depict the operation of a system, its functionality, and its causal mechanisms. Of course, the configuration provides clues for the system’s operation and causality, and visual information can be supplemented with non-depictive diagrammatic devices, notably arrows (Heiser & Tversky, 2006; Tversky et al., 2000, Tversky, 2002, 2011). Importantly, visual explanations demand completeness. Like other types of models, all of the essential parts of a system need to be represented in the proper configuration for it to work. In this way, drawings provide a visual check for completeness that verbal descriptions do not require. Inferences can then be made from diagrams that preserve and map the parts and configuration of the represented system or process. In an experiment that asked students to take notes while reading a text that they could later use to answer questions about the text, many students used only language, but those who made diagrams performed better (Schneider et al., 2010). Furthermore, requiring diagrams benefited all students. Some researchers have demonstrated visual explanations’ superiority over written explanations. Gobert & Clement (1999) investigated the effectiveness of student-generated diagrams versus student-generated summaries on understanding plate tectonics after reading an expository text. Students who generated diagrams scored significantly higher on a post-test measuring spatial and causal/dynamic content, even though the diagrams contained less domain- related information. Hall, Bailey, & Tillman (1997) showed that learners who generated their own illustrations from text performed equally as well as learners provided with text and illustrations. Both groups outperformed learners only provided with text. In a study concerning the law of conservation of energy, participants who generated drawings scored higher on a post-test than participants who wrote their own narrative of the process (Edens & Potter, 2003). In addition, the quality and number of concept units present in the drawing/science log correlated with" @default.
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• W3021754433 title "Visualizing the Invisible: Generating Explanations of Scientific Phenomena" @default.
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