Abstract

Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8^th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data points selected to help clarify the relationship between mass, volume, and buoyancy, and then interacted with a guided simulation to improve their plotting accuracy. In the generate condition, students chose their own data points, and then interacted with a guided simulation to test and revise their choices. We found that, although analyze participants were more likely to construct accurate graphs, generate participants were more likely to develop a coherent understanding of density and buoyancy. Analyses of process data and interviews suggest that generate participants grappled with the mass-volume ratio by deliberately testing points and identifying patterns as they updated their understanding of science concepts. In contrast, analyze participants displayed less deliberate exploration of the graph space. We discuss how activities that integrate graph interpretation and concept refinement can deepen science learning.

摘要

图示说明复杂的科学关系需要学生将多个概念和视觉特征整合到一个连贯的理解中。我们研究通过图表链接到模拟质量，体积和密度之间关系的方法，以支持学生整合对密度概念的理解的方法。我们将325名8年级学生随机分配给2^个绘画活动中的1个。在分析条件下，学生绘制一组选定的数据点以帮助阐明质量，体积和浮力之间的关系，然后与指导的仿真进行交互以提高其绘制精度。在生成中在这种情况下，学生选择自己的数据点，然后与引导的模拟进行交互以测试和修改他们的选择。我们发现，尽管分析参与者更可能构建准确的图形，但生成参与者更可能对密度和浮力产生连贯的理解。过程数据和访谈的分析表明，生成参与者故意测试点和识别的模式，因为他们更新了他们对科学概念的理解与质量体积比搏斗。相反，分析参与者显示出较少的图空间探索。我们讨论将图形解释和概念细化相结合的活动如何加深科学学习。