getting the picture the role of representational format in simulation-based inquiry learning bas...

GETTING THE PICTURE

The role of representational formatin simulation-based inquiry learning

Bas Kollöffel, Ton de Jong, & Tessa Eysink

LEMMA RESEARCH PROGRAMME

• What are the relations between external representational codes (pictorial, arithmetical, and textual), and modality (visual or auditory), learning processes, and learning outcomes?

INSTRUCTIONAL APPROACHES

• Exploration of hypertext environmentsIWM-KMRC, Tübingen (Ger)

• Learning from worked-out examplesUniversity of Freiburg (Ger)

• Observational learning from expert-modelsOpen University (NL)

• Simulation-based inquiry learningUniversity of Twente (NL)

INQUIRY LEARNING

• Why & how• Knowledge construction• Deeper knowledge• Emphasis on conceptual knowledge

SIMULATIONS

• Models• Focus on learner explorations• How does a simulation work?

EXAMPLE

You attend a foot race. Five runners participate in the race. You predict the outcome of the race. What is the probability that your prediction is right?

THEORETICAL BACKGROUND

• Processing(e.g. Larkin & Simon)

• Encoding, Storage, & Retrieval(e.g. Paivio; Mayer)

• Cognitive load theory(e.g. Sweller, Paas, & Van Merriënboer)

IMAGINE...

1. Two transversals intersect two parallel lines and intersect with each other at a point X between the two parallel lines.

2. One of the transversals bisects the segment of the other that is between the two parallel lines.

OR...

x

THEORETICAL BACKGROUND

• Processing(e.g. Larkin & Simon)

• Encoding, Storage, & Retrieval(e.g. Paivio; Mayer)

• Cognitive load theory(e.g. Sweller, Paas, & Van Merriënboer)

RESEARCH QUESTION

• What is the relation between representational codes (pictorial, arithmetical, and textual), learning processes, and learning outcomes?

EXPECTATIONS

• Pictorial representations enhance conceptual knowledge

• Arithmetical representations enhance procedural knowledge

• Pictorial representations reduce cognitive load

DOMAIN• Elementary Combinatorics & Probability Theory

No replacement;

Order important

No replacement;

Order unimportant

Replacement;

Order important

Replacement;

Order unimportant

DOMAIN• Elementary Combinatorics & Probability Theory

No replacement;

Order important

No replacement;

Order unimportant

Replacement;

Order important

Replacement;

Order unimportant

No replacement;Order important

Example: footrace

DOMAIN• Elementary Combinatorics & Probability Theory

No replacement;

Order important

No replacement;

Order unimportant

Replacement;

Order important

Replacement;

Order unimportant

DOMAIN• Elementary Combinatorics & Probability Theory

No replacement;

Order important

No replacement;

Order unimportant

Replacement;

Order important

Replacement;

Order unimportant

Replacement;Order important

Example: PIN-code

DOMAIN• Elementary Combinatorics & Probability Theory

No replacement;

Order important

No replacement;

Order unimportant

Replacement;

Order important

Replacement;

Order unimportant

PRODUCT MEASURES

• Conceptual knowledge (Why?)-relations between categories-relations within categories

• Procedural knowledge (How?)-knowledge about calculations-transfer (near & far)

• Situational knowledge

CONCEPTUAL ITEM

You play a game in which you have to throw a dice twice. You win when you throw a 3 and a 4. Does it matter whether these two numbers should be thrown in this specific order?

CONCEPTUAL ITEM

You play a game in which you have to throw a dice twice. You win when you throw a 3 and a 4. Does it matter whether these two numbers should be thrown in this specific order?

ANSWER: Yes, if you have to throw the numbers in a specific order your chance is smaller than when the order doesn’t matter.

PROCEDURAL ITEM

You are playing a board game and it is possible for you to win when you throw a certain combination with the dice. In order to win you first have to throw a 3, so that you end up in a box that says ‘throw again’ and then you have to throw a 5. What are your chances to win this game in this turn?

ANSWER: 1/6 x 1/6 = 1/36

PROCEDURAL ITEM

You are playing a board game and it is possible for you to win when you throw a certain combination with the dice. In order to win you first have to throw a 3, so that you end up in a box that says ‘throw again’ and then you have to throw a 5. What are your chances to win this game in this turn?

ANSWER: 1/6 x 1/6 = 1/36

SITUATIONAL ITEM

You throw a dice 3 times and you predict that you will throw two sixes and a 1 in random order. What is the characterization of this problem?

SITUATIONAL ITEM

You throw a dice 3 times and you predict that you will throw two sixes and a 1 in random order. What is the characterization of this problem?

ANSWER: order not important; replacement

PRODUCT MEASURES

• Conceptual knowledge-relations between categories-relations within categories

• Procedural knowledge-calculations-transfer

• Situational knowledge

PROCESS MEASURES

• Time spent in learning environment

• Number of experiments in simulations

• Cognitive Load

SET UP• 58 participants

• Pretest – Posttest Design

– Pre test: 12 items (open & mc)– Post test: 44 items (open & mc)

• 3 conditions:

– Pictorial– Arithmetical– Textual

RESULTS (PRODUCT)

Post-test scores Condition Pictorial Arithmetical Textual Number

of items

M

SD

n

M

SD

n

M

SD

n

Concept. 25 14.63 4.17 19 17.14 3.20 21 16.67 3.94 18 Proced. 14 1.47 2.09 19 3.52 2.27 21 2.56 1.85 18 Situation. 5 1.68 1.25 19 2.14 1.39 21 2.22 1.63 18 Overall 44 17.79 5.53 19 22.81 4.50 21 21.44 5.20 18

RESULTS (PRODUCT)• On the overall post-test score the textual and the

arithmetical condition outperformed the pictorial condition

• No main effect of condition on conceptual knowledge• Arithmetical condition scores better than the pictorial

condition on procedural items• No main effect of condition on situational knowledge• Relatively low overall performance

RESULTS (PROCESS)

Time in Learning Environment and Number of Experiments Time spent in

learning environment (in absolute minutes)

Number of experiments

Condition

M

SD

n

M

SD

n

Pictorial 24.56 10.815 19 31.26 18.284 19 Arithmetical 23.07 8.970 21 28.90 21.970 21 Textual 21.77 8.880 18 32.39 38.085 18

RESULTS (PROCESS)

• Time spent and number of experiments is equal in all three conditions

• Pictorial condition: higher cognitive load

CONCLUSION

• Arithmetical representation leads to better scores than pictorial or textual representation, especially on procedural items

• No differences on time and activities• Arithmetical representation is found

“easier” than pictorial representation

DISCUSSION

• Aren’t pictures better?-domain related?-nature and complexity of tree diagrams

-procedural knowledge only

• Relatively low results: -unfamiliarity with inquiry learning?-insufficient guidance?

FUTURE DIRECTIONS

• Stimulating exploratory behavior• Thinking aloud protocols• Role of representations in expression of

knowledge• Role of representations in collaborative

inquiry learning

GETTING THE PICTURE

The role of representational formatin simulation-based inquiry learning

Bas Kollöffel, Ton de Jong, & Tessa Eysink