Assessing and Understanding Line Graph Interpretations Using a Scoring Rubric of Organized Cited Factors

Autor/in	Boote, Stacy K.
Titel	Assessing and Understanding Line Graph Interpretations Using a Scoring Rubric of Organized Cited Factors
Quelle	In: Journal of Science Teacher Education, 25 (2014) 3, S.333-354 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9318-8
Schlagwörter	Scoring Rubrics; Graphs; Protocol Analysis; Interviews; Word Problems (Mathematics); Learning Strategies; Cognitive Style; Data Interpretation; Scientific Literacy; Difficulty Level; Science Education; Mathematical Models; Middle School Students + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Grafische Darstellung; Interviewing; Interviewtechnik; Textaufgabe; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Data evaluation; Datenauswertung; Schwierigkeitsgrad; Naturwissenschaftliche Bildung; Mathematical model; Mathematisches Modell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined how 12- and 13-year-old students' mathematics and science background knowledge affected line graph interpretations and how interpretations were affected by graph question levels. A purposive sample of 14 students engaged in think aloud interviews while completing an excerpted Test of Graphing in Science. Data were collected and coded using a rubric of previously cited factors, categorized by Bertin's ("Semiology of graphics: Diagrams, networks, maps." The University of Wisconsin Press, Ltd., Madison, 1983) theory of graph interpretation. Data analysis revealed responses varied by graph question level. Across levels, students interpreted graphs in one or more of the three ways: mathematical word problems (focusing on an algorithm), science data to be analyzed (incorporating science knowledge), or no strategy. Although consistently used across levels, the frequency and usefulness of approaches varied by question level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10