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|Title:||How Middle School Students Construct and Critique Graphs to Explain Cancer Treatment|
Linn, Marcia C.
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Matuk, C., Zhang, J., & Linn, M. C. (2017). How Middle School Students Construct and Critique Graphs to Explain Cancer Treatment In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||Using graphs in science is challenging as it requires both scientific and representational fluency. We examined how different graphing activities during science inquiry helped to develop these interrelated abilities in students. Grade 7 students (N=117) worked in pairs on a web-based cell biology unit to either generate or critique graphs of the effects of proposed cancer treatments on cell numbers. All students gained in their graph and science explanation abilities. While students who critiqued graphs gave better overall explanations within the unit, students who constructed graphs better applied their conceptual understanding of science to explain their graphs, both within the unit and later on the post test. We interpret these findings in terms of the relative affordances and constraints of critique and construction activities, and observe students’ common misunderstandings of graphs. This study has implications for designing instruction that supports students’ uses of graphs within science contexts.|
|Appears in Collections:||CSCL 2017|
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