Students adapted representation choices to task: the model was viewed more for the three-dimensional dihedral animation, the graph more for the two-dimensional bending and stretching animations¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students preferentially used the model for reasoning about three-dimensional spatial relationships in the dihedral animation, while the graph was used more for the bending and stretching animations. → Mike Stieff 2011

Evidence¶

Mike Stieff 2011¶

Mike Stieff, Mary Hegarty, Ghislain Deslongchamps. (2011). Identifying Representational Competence with Multi-Representational Displays. Cognition and Instruction. https://doi.org/10.1080/07370008.2010.507318

q2 · i? · associational · r1

Table 5-based analysis of Question #4 viewing times by animation type in the ten-participant interview study. "the students spent relatively more time viewing the molecular model to reason about the dihedral animation".

"the students spent relatively more time viewing the molecular model to reason about the dihedral animation whereas the graph was used more extensively to reason about the bending and stretching animations"

Discussion¶

Related Claims¶

• Students allocated roughly equal attention to the graph and the molecular model, both above chance, while attending little to the equations — related
• In verbal protocols, references concentrated on the model (44.4%) and graph (39.4%) with few to the equation (16.1%), and students referenced multiple representations on 42.6% of questions — related