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Erschienen in:
Diagrams Affect Choice of Strategy in Probability Problem Solving Kapitel lesen Erstes Kapitel lesen

2016 | OriginalPaper | Buchkapitel

Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students’ Written Work?

verfasst von : Emmanuel Manalo, Yuri Uesaka

Erschienen in: Diagrammatic Representation and Inference

Verlag: Springer International Publishing

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Abstract

This study investigated the efficacy of providing a hint, instruction, and practice in promoting spontaneous diagram use in the written work of 21 students undertaking an undergraduate course in education. The course required the students to regularly produce for homework a one-page explanation of what they had learned. In the first few weeks of the course, they rarely included diagrams in their explanations. Following a hint to use diagrams (provided as comment/feedback on their homework), diagram use significantly increased. When instruction in effective use of diagrams was provided, the level of diagram use maintained but did not increase. However, when practice in using diagrams was additionally provided, further significant increases in diagram use followed, which maintained over the ensuing weeks of the course. These findings suggest that to spontaneously use diagrams in their written work, students need to be provided a combination of advice, instruction, and practice in such use.

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Vorheriges Kapitel Extensions of Euler Diagrams in Peirce’s Four Manuscripts on Logical Graphs
Nächstes Kapitel Promoting Multi-perspective Integration as a 21st Century Skill: The Effects of Instructional Methods Encouraging Students’ Spontaneous Use of Tables for Organizing Information
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Metadaten
Titel
Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students’ Written Work?
verfasst von
Emmanuel Manalo
Yuri Uesaka
Copyright-Jahr
2016
Buch
Diagrammatic Representation and Inference

Print ISBN: 978-3-319-42332-6

Electronic ISBN: 978-3-319-42333-3

Copyright-Jahr: 2016

DOI
https://doi.org/10.1007/978-3-319-42333-3_12

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