ERIC Number: ED244780
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Effects of Laboratory Activities and Written Simulations on the Acquisition of Graphing Skills by Eighth Grade Students.
McKenzie, Dan L.; Padilla, Michael J.
This study investigated the effects of three instructional strategies and student entry characteristics on student engagement and the acquisition of skills necessary for the construction and interpretation of line graphs. The strategies examined were an activity-based approach, a written simulation-based approach, and a combination of activity- and written simulation-based instruction. Students' (N=101) entry characteristics examined included level of cognitive development and spatial ability. Results indicate that: (1) no single instuctional strategy of those examined appears to be superior to the others in regard to level of graphing achievement attained by students; (2) instructional strategies consisting of activities or a combination of activities and written simulations resulted in higher levels of engagement than instruction consisting only of written simulations; (3) students classified as transitional/formal tended to score higher than concrete operational students on the graphing achievement measure; (4) spatial scanning ability showed minimal relationship to graphing achievement; and (5) although differences in engagement across the three treatment groups accounted for a portion of the variance in graphing achievement, the treatments themselves accounted for a unique portion of the variable (which was also true across levels of cognitive development). Implications based on these findings are discussed. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Graphing (Mathematics); Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (57th, New Orleans, LA, April, 1984).