Explicit graphing instruction developed graphing skills while all intervention conditions facilitated conceptual knowledge acquisition in one undergraduate comparison¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Bahtaji's comparison as reported by the review, all three conditions (provided graphs, self-constructed graphs, self-constructed graphs with explicit graphing instruction) facilitated conceptual knowledge acquisition, but only explicit instruction developed graphing skills. → Verena Rufai 2024

Evidence¶

Verena Rufai 2024¶

Verena Rufai, Dominik Thüsbj, Sarah Malonecj, Stefan Küchemanndi, Sebastian Becker-Genschowe, Markus Vogelf, Roland Brünkengj, Jochen Kuhnhi. (2024). A Systematic Review of Empirical Research on Graphing Numerical Data in K-12 STEM Education. https://eric.ed.gov/?id=ED

q2 · i? · review · r2

The review reports, citing Bahtaji (2020), a comparison of undergraduate learning across three conditions examining effects on conceptual knowledge and graphing skills: "although all interventions facilitated conceptual knowledge acquisition, only explicit instruction developed graphing skills." No effect size is printed.

"He found that although all interventions facilitated conceptual knowledge acquisition, only explicit instruction developed graphing skills."

Discussion¶

Learner Variables¶

• Statistical Reasoning — outcome: instruction changes it

Related Claims¶

• Manual graphing practice based on experimental data outperformed provision of computer-constructed graphs in one comparison study — related
• Graphing instruction in K-12 STEM education is beneficial for student learning, improving both graph construction and graph interpretation skills — a broader claim this one bears on