The Impact of Annotation on Concrete and Abstract Visual Representations in Science Education: Testing the Expertise Reversal Effect

Autor/inn/en	Zheng, Robert; Cordner, Holly; Spears, Jeffrey
Titel	The Impact of Annotation on Concrete and Abstract Visual Representations in Science Education: Testing the Expertise Reversal Effect
Quelle	In: Research and Practice in Technology Enhanced Learning, 17 (2022), Artikel 17 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zheng, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-022-00194-y
Schlagwörter	Documentation; Science Education; Visual Stimuli; Interaction; Expertise; Prior Learning; Learning Processes; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Dokumentation; Naturwissenschaftliche Bildung; Interaktion; Expert appraisal; Vorkenntnisse; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht
Abstract	This study investigates the effects of annotation on abstract and concrete visual representations in science education. Two studies were conducted: Study 1 investigated the interaction between annotation and visual representations. The results of this study demonstrated that in science learning, annotation with abstract visual representations was superior to annotation with concrete visual representations. Study 2 tested the expertise reversal effect in a three-factor design where the interaction among annotation, visual representation, and prior knowledge was measured. The findings showed that high-prior-knowledge learners performed better in the annotation-abstract visual condition than in the annotation-concrete visual condition where low-prior-knowledge learners showed the opposite outcome--confirming that the expertise reversal effect is at play in how science learners utilize visual information. The study has clarified the roles of prior knowledge, visual representation, and instructional strategy on learner cognitive processing in science education. This knowledge should prove useful for educators as they engage in the design and development of computer-based science learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01