2004
Volume 35, Issue 1
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236

Abstract

The present study focused on factors that predict students’ difficulties with process diagrams. From 18 compulsory national Biology exams of secondary school pre-university students all process diagram tasks (n = 64) were included in corpus. Features of the task, student, and diagram were related to the difficulty (i.e., 1- cohort mean exam score) of that particular task. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. Interaction effects were found between the cognitive task demand and features of the student and the diagram. The final model explained 46 percent of the variance in exam scores.

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/content/journals/10.5117/TVT2013.1.KRAG
2013-05-01
2021-12-07
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http://instance.metastore.ingenta.com/content/journals/10.5117/TVT2013.1.KRAG
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  • Article Type: Research Article
Keyword(s): diagram literacy; interpreting diagram; science literacy
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