The Interplay of Graph and Text in the Acquisition of Historical Constructs
Bibliographic Data
| ID | 11070946 |
|---|---|
| Authors | Kristen Shand (California State University, Fullerton, corresponding author) |
| Year | 2009 |
| Volume | 37 |
| Issue | 3 |
| Pages | 300-324 |
| Publication date | 2009-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2009.10473400 |
| OpenAlex | W1964745778 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
Graphs are often conjoined with text passages in history textbooks to help students comprehend complex constructs. Four linkages connect text and graphs: appropriate elements, fitting patterns, suitable labels and causal markers. Graphs in current textbooks contain few such linkages and seldom mirror the construct under study. An experiment conducted with seventh grade students investigated the effect on construct comprehension of loosely and tightly linked graphs. The experiment (n=118), employed a mixed-model design with reading ability as a between-subjects factor and graph treatments as a within-subjects factor. An analysis of variance with planned Helmert contrasts showed that proficient and advanced readers scored significantly higher on construct comprehension with a tight graph supporting a text passage as opposed to a loose graph
Comprehension · Construct (python library · Graph · Linguistics · Mathematics education · Natural language processing · Programming language · Reading (process · Reading comprehension · Variance (accounting · Computer Science · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Psychology · Statistics Education and Methodologies · Theoretical Computer Science
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |