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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across interviews, model references were most frequent (44.4%) and equation references least frequent (16.1%). → Mike Stieff 2011 q3 i? Participants referenced information in multiple representations directly on 42.6% of questions, with large individual differences. → Mike Stieff 2011 (2)

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

q3 · i? · associational · r1

Verbal protocol frequency coding of nine transcribed interviews from the ten-participant study (one recording lacked audio). "the majority of references (44.4%) to a specific representation across the interviews were to the model".

"the majority of references (44.4%) to a specific representation across the interviews were to the model and the fewest references (16.1%) were to the equation"

Mike Stieff 2011 (2)¶

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

q3 · i? · associational · r1

Protocol coding across the transcribed interviews; one student referenced multiple representations on 66.7% of questions, another on 16.7%, "differences in multiple representation use were evident and dramatic".

"participants referred to information in multiple representations directly on 42.6% of questions. Individual differences in multiple representation use were evident and dramatic."

Discussion¶

Related Claims¶

• Eye fixation data corroborated verbal protocols on the primary representation used (disagreement on only one trial) and revealed additional representations consulted but never mentioned verbally — related
• Eye fixation measures of attention to representations were highly correlated with verbal mentions (correlations from .63 to .96), supporting both as measures of representation use — related
• Multiple representations improve learning — related
• Students allocated roughly equal attention to the graph and the molecular model, both above chance, while attending little to the equations — related
• 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 — related
• Eye transition data showed students made saccades between representations, indicating attempts to relate and integrate information rather than relying only on the model — related