@article{aup:/content/journals/10.5117/TVT2013.1.KRAG, author = "Kragten, Marco and Admiraal, Wilfried and Rijlaarsdam, Gert", title = "Geletterdheid in diagrammen in de bètavakken", journal= "Tijdschrift voor Taalbeheersing", year = "2013", volume = "35", number = "1", pages = "63-81", doi = "https://doi.org/10.5117/TVT2013.1.KRAG", url = "https://www.aup-online.com/content/journals/10.5117/TVT2013.1.KRAG", publisher = "Amsterdam University Press", issn = "2352-1236", type = "Journal Article", keywords = "science literacy", keywords = "diagram literacy", keywords = "interpreting diagram", 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.", }