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|Title:||Sequencing Sense-Making and Fluency-Building Support for Connection Making between Multiple Graphical Representations|
|Authors:||Rau, Martina A.|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Rau, M. A., Aleven, V., & Rummel, N. (2014). Sequencing Sense-Making and Fluency-Building Support for Connection Making between Multiple Graphical Representations. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 977-981.|
|Abstract:||Multiple graphical representations can significantly improve learning, provided that students make connections between them. In doing so, they need to engage in sense-making processes to build up conceptual understanding of the connections, and in fluency-building processes to fast and effortlessly use perceptual properties to make connections. We investigate how these learning processes interact, and consequently, which learning process should be supported first. We contrast two hypotheses: (1) conceptual understanding facilitates fluency-building processes, and (2) fluency enhances sense-making processes. We conducted an experiment to investigate whether students learn better if they receive sense- making before fluency-building support, or fluency-building before sense-making support. We assessed students' learning outcomes, problem-solving behaviors, conceptual reasoning, and visual attention. Our results show an advantage for supporting sense-making processes before fluency-building processes rather than vice versa. We conclude that instructional materials with multiple representations should first support sense-making processes and then support fluency-building processes in connection making.|
|Appears in Collections:||ICLS2014|
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