Difference between revisions of "Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)"
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| − | + | Is visual-verbal integration a major source of difficulty for students learning geometry? Further, how can coordinative learning with visual and verbal knowledge components in geometry be supported by instructional events that vary the support for and type of sense making in which learners engage during problem solving? In geometry, students may have difficulty integrating visual and verbal information sources for two reasons: first, they may lack deep understanding of geometry concepts (e.g., what is an interior angle?) that are relevant to problem-solving principles (e.g., the interior angles theorem for circles); second, students may be unable to coordinate visual problem features with verbal principles during problem solving. Our research explores the robust learning effects associated with visual-verbal training of geometry features and varied levels of instructional assistance in coordinating visual diagram features with verbal geometry principles during problem solving. | |
=== Background & Significance === | === Background & Significance === | ||
Revision as of 16:28, 15 January 2008
Contents
Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning
Kirsten Butcher & Vincent Aleven
Summary Table
Study 1
| PIs | Kirsten R. Butcher & Vincent Aleven |
| Other Contributers | Research Programmers/Associates: Octav Popescu (Research Programmer, CMU HCII), Thomas Bolster (Research Associate, CMU HCII), Michael Nugent, Research Programmer CMU HCII) |
| Study Start Date | December 2007 |
| Study End Date | February 2008 |
| LearnLab Site | Riverview High School |
| LearnLab Course | Geometry |
| Number of Students | Approximately 60 |
| Total Participant Hours | Approximately 240 |
| DataShop | N/A (Study is still being run) |
Study 2
| PIs | Kirsten R. Butcher & Vincent Aleven |
| Other Contributers | Research Programmers/Associates: Octav Popescu (Research Programmer, CMU HCII), Thomas Bolster (Research Associate, CMU HCII), Michael Nugent, Research Programmer CMU HCII) |
| Study Start Date | January 28, 2008 |
| Study End Date | March 2008 |
| LearnLab Site | Central Westmoreland Career & Technology Center (CWCTC) |
| LearnLab Course | Geometry |
| Number of Students | Approximately 90 |
| Total Participant Hours | Approximately 360 |
| DataShop | N/A (Study has not yet begun) |
Abstract
Is visual-verbal integration a major source of difficulty for students learning geometry? Further, how can coordinative learning with visual and verbal knowledge components in geometry be supported by instructional events that vary the support for and type of sense making in which learners engage during problem solving? In geometry, students may have difficulty integrating visual and verbal information sources for two reasons: first, they may lack deep understanding of geometry concepts (e.g., what is an interior angle?) that are relevant to problem-solving principles (e.g., the interior angles theorem for circles); second, students may be unable to coordinate visual problem features with verbal principles during problem solving. Our research explores the robust learning effects associated with visual-verbal training of geometry features and varied levels of instructional assistance in coordinating visual diagram features with verbal geometry principles during problem solving.
Background & Significance
Glossary
Research questions
Hypotheses
Explanation
Further Information
Connections
Annotated Bibliography
References
Future Plans
- To be added
