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ERIC Number: EJ907386
Record Type: Journal
Publication Date: 2011-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1571-0068
Do the Spatial Features of an Adjunct Display that Readers Complete while Reading Affect Their Understanding of a Complex System?
McCrudden, Matthew T.; McCormick, Montana K.; McTigue, Erin T.
International Journal of Science and Mathematics Education, v9 n1 p163-185 Feb 2011
We varied the spatial features of adjunct displays that depicted a complex scientific system (i.e. human circulatory system). University students (n = 47), who were assigned randomly to a display condition before reading, selected relevant information from the text and wrote it (a) next to a list of definitions (list condition), (b) inside boxes organized to coincide with the sequence of blood flow (chart condition), or (c) on a picture of the heart (pictorial condition). Students in the chart and pictorial conditions had higher scores on 2 learning tests. Results supported the "nonequivalence hypothesis", which states that a spatial display can promote learning more effectively than a list because a display's nonverbal (e.g. spatial) features explicitly depict relationships among a system's components. The results have implications for science educators.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A