Investigating Taiwanese Students’ Visualization Competence of Matter at the Particulate Level

Hsin Yi Chang*, Shi Fang Tzeng

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

12 引文 斯高帕斯(Scopus)

摘要

In this study, we have synthesized the research on visualization and representation to propose a model consisting of 4 major components of visualization competence in learning science: constructing, interpreting, transforming, and critiquing visualizations. We have developed and validated an assessment that measures students’ visualization competence of matter (VCM). We administered the VCM assessment to 762 7th to 12th grade students at 2 public high schools in Taiwan. The students had started to learn concepts of matter at the particulate level in the 7th grade. However, traditional assessments rarely measure students’ visualization competence in science. It was therefore unclear how well the students performed on visualization of matter across grade levels. Overall, the results indicated that the students’ visualization competence of matter improved as they advanced to higher grades. A significant factor accounting for the development of their visualization competence of matter is their course experience, not their age or gender. We also found that content knowledge plays only a conditional role in students developing visualization competence of that content. Implications and future studies are discussed.

原文英語
頁(從 - 到)1207-1226
頁數20
期刊International Journal of Science and Mathematics Education
16
發行號7
DOIs
出版狀態已發佈 - 2018 10月 1
對外發佈

ASJC Scopus subject areas

  • 教育
  • 一般數學

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