NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1127963
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0950-0693
Developing Young Adults' Representational Competence through Infographic-Based Science News Reporting
Gebre, Engida H.; Polman, Joseph L.
International Journal of Science Education, v38 n18 p2667-2687 2016
This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representations requires special attention and identifying learning gaps. Results also showed that students were able to determine representational adequacy in the context of providing peer feedback. The study has implication for research and instruction using infographics as expressive tools to support learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: IIS1217052; IIS1441561