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ERIC Number: EJ868153
Record Type: Journal
Publication Date: 2009
Pages: 25
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0093-3104
The Interplay of Graph and Text in the Acquisition of Historical Constructs
Shand, Kristen
Theory and Research in Social Education, v37 n3 p300-324 Sum 2009
Graphs are often conjoined with text passages in history textbooks to help students comprehend complex constructs. Four linkages connect text and graphs: appropriate elements, fitting patterns, suitable labels and causal markers. Graphs in current textbooks contain few such linkages and seldom mirror the construct under study. An experiment conducted with seventh grade students investigated the effect on construct comprehension of loosely and tightly linked graphs. The experiment (n=118), employed a mixed-model design with reading ability as a between-subjects factor and graph treatments as a within-subjects factor. An analysis of variance with planned Helmert contrasts showed that proficient and advanced readers scored significantly higher on construct comprehension with a tight graph supporting a text passage as opposed to a loose graph. (Contains 4 notes, 4 tables, and 5 figures.)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site: http://www.socialstudies.org/cufa/trse/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California