Visual Representations in Science Learning - Revision history

Alida: /* Further Information */

2010-12-15T20:17:04Z

Further Information

← Older revision		Revision as of 20:17, 15 December 2010
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	[[Category:Study]]		[[Category:Study]]
			[[Category:Data available in DataShop]]

Gkusbit: /* Summary Table */

2010-12-06T19:43:56Z

Summary Table

Gkusbit: /* Summary Table */

2010-12-06T17:42:29Z

Summary Table

← Older revision		Revision as of 17:42, 6 December 2010
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	[[Image:Davenportsummary08.gif]]		[[Image:Davenportsummary08.gif]]


			{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
			\| '''Pilot 1: Data available in DataShop''' \|\| no log data collected <br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''Pilot 2: Data available in DataShop''' \|\| no log data collected <br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 1: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 2: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 3: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=84 Dataset: Chemistry Buffer Study 2007]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 4: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 5: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|-
			\| '''In Vivo 6: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No\|-
			\|-
			\| '''In Vivo 7: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=204 Dataset: Chemistry Buffer Study 2008]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:'''
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|}

	=== Abstract ===		=== Abstract ===

Jodi-Davenport: /* Independent Variables */

2008-10-03T16:25:27Z

Independent Variables

← Older revision		Revision as of 16:25, 3 October 2008
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	For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>		For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>
	'''Examples of Traditional and Diagram Formats'''<p>		'''Examples of Traditional and Diagram Formats'''
			<br>
	[[Image:trad_diag.jpg]]<br>		[[Image:trad_diag.jpg]]<br>

	In studies testing the role of molecular-level representations in chemistry instruction (Lab Study #2, ''in vivo'' Studies #1, #2, #3 and #5), text is identical in both conditions and the diagram condition supplements the text with pictures.<br>		In studies testing the role of molecular-level representations in chemistry instruction (Lab Study #2, ''in vivo'' Studies #1, #2, #3 and #5), text is identical in both conditions and the diagram condition supplements the text with pictures.<br>
	'''Text-Only'''		'''Text-Only'''
			<br>
	[[Image:mole_pic_txt.jpg]]		[[Image:mole_pic_txt.jpg]]

	'''Text+Diagram'''<p>		'''Text+Diagram'''<br>
	[[Image:mole_pic.jpg]]		[[Image:mole_pic.jpg]]

Jodi-Davenport: /* Independent Variables */

2008-10-03T16:24:26Z

Independent Variables

← Older revision		Revision as of 16:24, 3 October 2008
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	For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>		For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>
	'''Examples of Traditional and Diagram Formats'''		'''Examples of Traditional and Diagram Formats'''<p>
	[[Image:trad_diag.jpg]]<br>		[[Image:trad_diag.jpg]]<br>

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	[[Image:mole_pic_txt.jpg]]		[[Image:mole_pic_txt.jpg]]

	'''Text+Diagram'''		'''Text+Diagram'''<p>
	[[Image:mole_pic.jpg]]		[[Image:mole_pic.jpg]]

Jodi-Davenport: /* Independent Variables */

2008-10-03T16:23:40Z

Independent Variables

← Older revision		Revision as of 16:23, 3 October 2008
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	For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>		For instance, in the (CMU, 2006) Lab Study #1, experts and novices solved problems in diffferent representational formats. The traditional format, found in many textbooks, involves a chemical equation and text-based setup. The diagram format requires solvers to additionally integrate pictorial information.<br>
			'''Examples of Traditional and Diagram Formats'''
	[[Image:trad_diag.jpg]]<br>		[[Image:trad_diag.jpg]]<br>

	In studies testing the role of molecular-level representations in chemistry instruction (Lab Study #2, ''in vivo'' Studies #1, #2, #3 and #5), text is identical in both conditions and the diagram condition supplements the text with pictures.<br>		In studies testing the role of molecular-level representations in chemistry instruction (Lab Study #2, ''in vivo'' Studies #1, #2, #3 and #5), text is identical in both conditions and the diagram condition supplements the text with pictures.<br>
			'''Text-Only'''

			[[Image:mole_pic_txt.jpg]]

			'''Text+Diagram'''
	[[Image:mole_pic.jpg]]		[[Image:mole_pic.jpg]]

Jodi-Davenport: /* Visual Representations in Science Learning */

2008-04-25T05:22:30Z

Visual Representations in Science Learning

← Older revision		Revision as of 05:22, 25 April 2008
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	Our studies testing learning benefits for visual diagrams during instruction suggest the large effects of diagrams commonly found in laboratory studies of topics such as bicycle pumps, lightning formation and disc brakes may be difficult to replicate in educational settings. Active and intentional coordination of representations may be required if diagrams are to increase learning and the mere presence of diagrams does not guarantee this type of active processing. Current studies seek to determine whether labeled diagrams will enhance the coordination of text and diagrams via [[sense making]]. Further, prior work has not closely mapped the features of to-be-learned material to the information contained in diagrams and text. In our ongoing studies, we are investigating which pieces of information are contained in text, which are contained in the diagrams, and which features students are able to extract when they are presented with multiple representations.		Our studies testing learning benefits for visual diagrams during instruction suggest the large effects of diagrams commonly found in laboratory studies of topics such as bicycle pumps, lightning formation and disc brakes may be difficult to replicate in educational settings. Active and intentional coordination of representations may be required if diagrams are to increase learning and the mere presence of diagrams does not guarantee this type of active processing. Current studies seek to determine whether labeled diagrams will enhance the coordination of text and diagrams via [[sense making]]. Further, prior work has not closely mapped the features of to-be-learned material to the information contained in diagrams and text. In our ongoing studies, we are investigating which pieces of information are contained in text, which are contained in the diagrams, and which features students are able to extract when they are presented with multiple representations.


			===References===


			Ardac, D. & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that emphasizes molecular representations on students’ understanding of chemical
			change. Journal of Research in Science Teaching, 41(4), 317-337.

			Banerjee, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education 13: 487–494.

			Bunce, D., & Gable, D. (2002). Differential effects on the achievement of males and females of teaching the particulate nature of chemistry. Journal of Research in
			Science Teaching, 39(10), 911-927.

			Sanger, M. & Badger, S. (2001). Using computer-based visualization strategies to improve students’ understanding of molecular polarity and miscibility. Journal of
			Chemical Education, 78(10), 1412-14-16.

			Noh, T. & Scharmann, L. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students’ conceptions and problem-solving ability.
			Journal of Research in Science Teaching, 34(2), 199217.

			Van Driel, J. H., de Vos W., and Verloop, N. (1999). Introducing dynamic equilibrium as an explanatory model. Journal of Chemical Education 76: 559–561.

			Williamson, V. & Abraham, M. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in
			Science Teaching, 32(5), 521-534.


	=== Publications and Presentations ===		=== Publications and Presentations ===

Koedinger at 11:56, 23 April 2008

2008-04-23T11:56:12Z

Koedinger: /* Learning from labelled molecular level diagrams and Virtual Lab activities: ''In vivo'' study #3, UBC, 2007 */

2008-04-23T09:39:27Z

Learning from labelled molecular level diagrams and Virtual Lab activities: ''In vivo'' study #3, UBC, 2007

← Older revision		Revision as of 09:39, 23 April 2008
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	* Correlations: Significant correlations were found between the number of self explanations (SE) and transfer performance. In the Text Only condition, SE total was positively correlated with transfer performance (.642), however in the Diagrams+Text condition, SE total was negatively correlated with transfer performance (-.606). These results suggest that the diagrams in this particular study may have generated less germane processing. An analysis of the protocol data revealed that students in the Text Only condition made a greater number of causal self-explanations than students in the Diagram+Text condition.		* Correlations: Significant correlations were found between the number of self explanations (SE) and transfer performance. In the Text Only condition, SE total was positively correlated with transfer performance (.642), however in the Diagrams+Text condition, SE total was negatively correlated with transfer performance (-.606). These results suggest that the diagrams in this particular study may have generated less germane processing. An analysis of the protocol data revealed that students in the Text Only condition made a greater number of causal self-explanations than students in the Diagram+Text condition.

	====Learning from ~~labelled~~ molecular level diagrams and Virtual Lab activities: ''In vivo'' study #3, UBC, 2007====		====Learning from labeled molecular level diagrams and Virtual Lab activities: ''In vivo'' study #3, UBC, 2007====
	N = 1139 (UBC, 2007) ''in vivo'' Study #3		N = 1139 (UBC, 2007) ''in vivo'' Study #3

	This study was an extension of ''in vivo'' Studies #1 and #2. The aims of this study were 1) to determine whether ~~labelled~~ diagrams would lead to greater learning advantages and 2) To determine whether Virtual Lab activities enhance problem-solving performance with scaffolded, interactive tutors. The lack of effect of diagrams in the earlier studies may have been due to the lack of labels with the diagrams. Prior work may have confounded the study of labels with diagrams and it is possible that only ~~labelled~~ diagrams promote the active processing required for learning gains from the [[coordination]] of representations.		This study was an extension of ''in vivo'' Studies #1 and #2. The aims of this study were 1) to determine whether labeled diagrams would lead to greater learning advantages and 2) To determine whether Virtual Lab activities enhance problem-solving performance with scaffolded, interactive tutors. The lack of effect of diagrams in the earlier studies may have been due to the lack of labels with the diagrams. Prior work may have confounded the study of labels with diagrams and it is possible that only labeled diagrams promote the active processing required for learning gains from the [[coordination]] or [[integration]] of representations.

	The 2x2 design varied format (Diagrams + Text vs. Text Only) and the order of Virtual Lab and problem-solving tutors (Virtual Lab first vs. Virtual Lab second.) Out of 1139 students, 812 completed the entire activity. The results found no significant differences of either Format or order of presentation F < 1 in both conditions.		The 2x2 design varied format (Diagrams + Text vs. Text Only) and the order of Virtual Lab and problem-solving tutors (Virtual Lab first vs. Virtual Lab second.) Out of 1139 students, 812 completed the entire activity. The results found no significant differences of either Format or order of presentation F < 1 in both conditions.

Koedinger: /* Findings summary */

2008-04-23T09:39:02Z

Findings summary

← Older revision		Revision as of 09:39, 23 April 2008
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	=====Findings summary=====		=====Findings summary=====
	~~To date, results~~ suggest no advantage for the addition of diagrams to text. Specifically, acid/base chemistry tutorials that included molecular-level diagrams did not produce enhanced learning compared with text-only versions of the same tutorials. Future studies will investigate whether ~~labelled~~ diagrams will be more likely to promote [[integration]] of textual material with visual representations, leading to more robust learning of chemistry concepts.		Results of these studies suggest no advantage for the addition of diagrams to text. Specifically, acid/base chemistry tutorials that included molecular-level diagrams did not produce enhanced learning compared with text-only versions of the same tutorials. Future studies will investigate whether labeled diagrams will be more likely to promote [[integration]] of textual material with visual representations, leading to more robust learning of chemistry concepts.

	====Molecular level diagrams and self explanation: Lab study #2====		====Molecular level diagrams and self explanation: Lab study #2====

← Older revision		Revision as of 19:43, 6 December 2010
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	{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"		{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
	\| '''~~Pilot~~ 1: Data available in DataShop''' \|\| no log data collected <br>		\| '''Lab study 1: Data available in DataShop''' \|\| no log data collected <br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
	* '''Answer Keys: ''' No		* '''Answer Keys: ''' No
	\|-		\|-
	\| '''~~Pilot~~ 2: Data available in DataShop''' \|\| no log data collected <br>		\| '''Lab study 2: Data available in DataShop''' \|\| no log data collected <br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 1: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>		\| '''In Vivo 1: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 2: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>		\| '''In Vivo 2: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=63 Dataset: Chemistry Buffer Study]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 3: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=84 Dataset: Chemistry Buffer Study 2007]<br>		\| '''In Vivo 3: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=84 Dataset: Chemistry Buffer Study 2007]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 4: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>		\| '''In Vivo 4: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 5: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>		\| '''In Vivo 5: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 6: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>		\| '''In Vivo 6: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=94 Dataset: CMU sp07 Buffers]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No
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	\| '''In Vivo 7: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=204 Dataset: Chemistry Buffer Study 2008]<br>		\| '''In Vivo 7: Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=204 Dataset: Chemistry Buffer Study 2008]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:'''		* '''Paper or Online Tests:''' unknown
	* '''Scanned Paper Tests:''' No		* '''Scanned Paper Tests:''' No
	* '''Blank Tests:''' No		* '''Blank Tests:''' No

← Older revision		Revision as of 11:56, 23 April 2008
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	=== Glossary ===		=== Glossary ===
	Visual representations: [[External representations]] that are used in instruction and problem solving such as diagrams, graphs, and equations		Visual representations: [[External representations]] that are used in instruction and problem solving such as diagrams, graphs, and equations.

	=== Hypothesis ===		=== Hypothesis ===
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	*Does the presence of molecular level diagrams enhance robust learning of acid/base chemistry? (UBC, in vivo study #1, 2006; CMU, in vivo study #2, 2006)		*Does the presence of molecular level diagrams enhance robust learning of acid/base chemistry? (UBC, in vivo study #1, 2006; CMU, in vivo study #2, 2006)
	*Do molecular level diagrams enhance self explanation leading to robust learning in a tutorial on acids and bases? (CMU, lab study #2, 2006)		*Do molecular level diagrams enhance self explanation leading to robust learning in a tutorial on acids and bases? (CMU, lab study #2, 2006)
	*Do ~~labelled~~ diagrams enhance robust learning as measured by transfer performance? (UBC, in vivo study #3, 2007; CMU, in vivo study #5, 2007)		*Do labeled diagrams enhance robust learning as measured by transfer performance? (UBC, in vivo study #3, 2007; CMU, in vivo study #5, 2007)
	*Do virtual lab activities (in which multiple representations must be coordinated) enhance performance on interactive problem solving and transfer questions? (UBC, in vivo study #3, 2007)		*Do virtual lab activities (in which multiple representations must be coordinated) enhance performance on interactive problem solving and transfer questions? (UBC, in vivo study #3, 2007)
	*Does instruction with multiple representations including molecular level diagrams and graphs enhance the acquisition of equilibrium knowledge components leading to robust learning? (CMU, in vivo study #4, 2007)		*Does instruction with multiple representations including molecular level diagrams and graphs enhance the acquisition of equilibrium knowledge components leading to robust learning? (CMU, in vivo study #4, 2007)
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	N = 89 (CMU, 2006) ''in vivo'' Study #2		N = 89 (CMU, 2006) ''in vivo'' Study #2

	The aim of these studies was to determine whether molecular level diagrams lead to increased performance on ~~tranfer~~ questions after reading a tutorial that either contained Text+Diagram, or Text Only.		The aim of these studies was to determine whether molecular level diagrams lead to increased performance on transfer questions after reading a tutorial that either contained Text+Diagram, or Text Only.

	Results (UBC, 2006) ''in vivo'' Study #1		Results (UBC, 2006) ''in vivo'' Study #1
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	This study was an extension of ''in vivo'' studies #1 and #2 that manipulate the presence of molecular level diagrams in a Chemistry tutorial. In addition to collecting pretest and posttest [[transfer]] measures, we also collected transfer performance on each page of the tutorial to determine which knowledge components are accessed in the Diagram+Text versus the Diagram Condition.		This study was an extension of ''in vivo'' studies #1 and #2 that manipulate the presence of molecular level diagrams in a Chemistry tutorial. In addition to collecting pretest and posttest [[transfer]] measures, we also collected transfer performance on each page of the tutorial to determine which knowledge components are accessed in the Diagram+Text versus the Diagram Condition.

	While students made significant improvements from pre to posttest, the format of instruction did not affect performance on either normal or transfer measures (F < 1 for all tests). The results of study #4 suggest that diagrams ~~many~~ only influence learning when the design of the representation, the cognitive processing of the learner and the specific learning objectives are all considered.		While students made significant improvements from pre to posttest, the format of instruction did not affect performance on either normal or transfer measures (F < 1 for all tests). The results of study #4 suggest that diagrams may only influence learning when the design of the representation, the cognitive processing of the learner and the specific learning objectives are all considered.

	====Coordinating chemistry concepts with problem solving to enhance learning: ~~"In vivo"~~ study #6====		====Coordinating chemistry concepts with problem solving to enhance learning: Classroom comparison study #6====
	N = 344 (CMU, 2004, 2007) ~~"in vivo"~~ Study #6		N = 344 (CMU, 2004, 2007) Classroom Comparison Study #6

	While expert chemists are able to flexibly apply domain knowledge when		While expert chemists are able to flexibly apply domain knowledge when
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	[[Image:DavenportYaron.jpg]]		[[Image:DavenportYaron.jpg]]

	====Concept development in chemistry learning: "In vivo" study #7====		====Concept development in chemistry learning: ''In vivo'' study #7====
	N = ~ 170 (CMU, 2008) "in vivo" Study #7		N = ~ 170 (CMU, 2008) "in vivo" Study #7

	In this ongoing study, we further investigate the promising findings of Study #6 to determine whether the new instruction leads to improvement on conceptual understanding measures as well as transfer problem solving performance. A variety of pretest questions tap into student conceptions of equilibrium, formative assessments track changes in these conceptions and posttests measure transfer and long term retention. Our goal is to understand what knowledge components are strengthened through the new instruction and whether these knowledge components are able to be applied in new settings, [[transfer]] and are retained for at least a month after instruction. [[long-term retention]].		In this ongoing study, we further investigate the promising findings of Study #6 to determine whether the new instruction leads to improvement on conceptual understanding measures as well as transfer problem solving performance. A variety of pretest questions tap into student conceptions of equilibrium, formative assessments track changes in these conceptions and posttests measure transfer and long term retention. Our goal is to understand what knowledge components are strengthened through the new instruction and whether these knowledge components are able to be applied in new settings, [[transfer]] and are retained for at least a month after instruction, [[long-term retention]].


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	The knowledge decomposition of chemical equilibrium has revealed a number of correct knowledge components to be acquired by students and incorrect knowledge components to be avoided. This taxonomy has been used to create assessments used in our studies.		The knowledge decomposition of chemical equilibrium has revealed a number of correct knowledge components to be acquired by students and incorrect knowledge components to be avoided. This taxonomy has been used to create assessments used in our studies.

	Our expert-novice protocol study revealed that experts are more likely to invoke a ~~relevent~~ [[knowledge component]] across different problem types than novice solvers. This result suggests that many students maintain a shallow understanding of chemical systems even after completing a year of college-level chemistry. Current studies are addressing whether instruction that ties the core concept of progress of reaction (identified through the expert/novice studies) to multiple representations will lead to more [[robust learning]].		Our expert-novice protocol study revealed that experts are more likely to invoke a relevant [[knowledge component]] across different problem types than novice solvers. This result suggests that many students maintain a shallow understanding of chemical systems even after completing a year of college-level chemistry. Current studies are addressing whether instruction that ties the core concept of progress of reaction (identified through the expert/novice studies) to multiple representations will lead to more [[robust learning]].

	Our studies testing learning benefits for visual diagrams during instruction suggest the large effects of diagrams commonly found in laboratory studies of topics such as bicycle pumps, lightning formation and disc brakes may be difficult to replicate in educational settings. Active and intentional coordination of representations may be required if diagrams are to increase learning and the mere presence of diagrams does not guarantee this type of active processing. Current studies seek to determine whether ~~labelled~~ diagrams will enhance the coordination of text and diagrams via [[sense making]]. Further, prior work has not closely mapped the features of to-be-learned material to the information contained in diagrams and text. In our ongoing studies, we are investigating which pieces of information are contained in text, which are contained in the diagrams and which features students are able to extract when they are presented with multiple representations.		Our studies testing learning benefits for visual diagrams during instruction suggest the large effects of diagrams commonly found in laboratory studies of topics such as bicycle pumps, lightning formation and disc brakes may be difficult to replicate in educational settings. Active and intentional coordination of representations may be required if diagrams are to increase learning and the mere presence of diagrams does not guarantee this type of active processing. Current studies seek to determine whether labeled diagrams will enhance the coordination of text and diagrams via [[sense making]]. Further, prior work has not closely mapped the features of to-be-learned material to the information contained in diagrams and text. In our ongoing studies, we are investigating which pieces of information are contained in text, which are contained in the diagrams, and which features students are able to extract when they are presented with multiple representations.

	=== Publications and Presentations ===		=== Publications and Presentations ===