Science and engineering students' use of diagrams during note taking versus explanation

Emmanuel Manalo*, Yuri Uesaka, Sarah Pérez-Kriz, Masashi Kato, Tatsushi Fukaya

*この研究の対応する著者

    研究成果: Article査読

    12 被引用数 (Scopus)

    抄録

    The use of diagrams in learning and communication is generally considered efficacious and an important skill to cultivate, especially among science students. At the same time, previous research has revealed many problems in student diagram use, including a lack of spontaneity in such use, but the extent to which these problems persist into the tertiary level had not been investigated. The present study examined science and engineering university students' use of diagrams in note taking to learn information from a written passage, and in a subsequent task of constructing an explanation of that information for another person. The results showed that the students used significantly fewer diagrams in explaining compared to when they were note taking, suggesting that many students may lack awareness of the usefulness of diagrams in effectively communicating information to others. The results also revealed that the students used significantly more diagrams in taking notes from and explaining a passage with higher imageability (i.e. easier to visually imagine) compared to one with lower imageability. Educational implications of the findings are discussed.

    本文言語English
    ページ(範囲)118-123
    ページ数6
    ジャーナルEducational Studies
    39
    1
    DOI
    出版ステータスPublished - 2013 2月

    ASJC Scopus subject areas

    • 教育

    フィンガープリント

    「Science and engineering students' use of diagrams during note taking versus explanation」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

    引用スタイル