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- Publisher Website: 10.1080/09500693.2014.969359
- Scopus: eid_2-s2.0-84911492868
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Article: Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions
Title | Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions |
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Authors | |
Keywords | Diagrammatic representation Dual coding theory Structure–behaviour–function understanding Visualization |
Issue Date | 2015 |
Citation | International Journal of Science Education, 2015, v. 37 n. 1, p. 136-161 How to Cite? |
Abstract | This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14–15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure–behaviour–function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/206840 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.965 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cheng, MMW | en_US |
dc.contributor.author | Gilbert, JK | en_US |
dc.date.accessioned | 2014-12-02T10:11:09Z | - |
dc.date.available | 2014-12-02T10:11:09Z | - |
dc.date.issued | 2015 | en_US |
dc.identifier.citation | International Journal of Science Education, 2015, v. 37 n. 1, p. 136-161 | en_US |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://hdl.handle.net/10722/206840 | - |
dc.description.abstract | This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14–15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure–behaviour–function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed. | en_US |
dc.language | eng | en_US |
dc.relation.ispartof | International Journal of Science Education | en_US |
dc.subject | Diagrammatic representation | - |
dc.subject | Dual coding theory | - |
dc.subject | Structure–behaviour–function understanding | - |
dc.subject | Visualization | - |
dc.title | Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions | en_US |
dc.type | Article | en_US |
dc.identifier.email | Cheng, MMW: mwcheng@hkucc.hku.hk | en_US |
dc.identifier.authority | Cheng, MMW=rp01547 | en_US |
dc.identifier.doi | 10.1080/09500693.2014.969359 | en_US |
dc.identifier.scopus | eid_2-s2.0-84911492868 | - |
dc.identifier.hkuros | 241601 | en_US |
dc.identifier.volume | 37 | en_US |
dc.identifier.spage | 136 | en_US |
dc.identifier.epage | 161 | en_US |
dc.identifier.eissn | 1464-5289 | - |
dc.identifier.isi | WOS:000345076400006 | - |
dc.identifier.issnl | 0950-0693 | - |