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![Page 1: GETTING THE PICTURE The role of representational format in simulation-based inquiry learning Bas Kollöffel, Ton de Jong, & Tessa Eysink.](https://reader035.fdocuments.us/reader035/viewer/2022070409/56649e7a5503460f94b7b7fe/html5/thumbnails/1.jpg)
GETTING THE PICTURE
The role of representational formatin simulation-based inquiry learning
Bas Kollöffel, Ton de Jong, & Tessa Eysink
![Page 2: GETTING THE PICTURE The role of representational format in simulation-based inquiry learning Bas Kollöffel, Ton de Jong, & Tessa Eysink.](https://reader035.fdocuments.us/reader035/viewer/2022070409/56649e7a5503460f94b7b7fe/html5/thumbnails/2.jpg)
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?
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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)
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INQUIRY LEARNING
• Why & how• Knowledge construction• Deeper knowledge• Emphasis on conceptual knowledge
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SIMULATIONS
• Models• Focus on learner explorations• How does a simulation work?
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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?
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THEORETICAL BACKGROUND
• Processing(e.g. Larkin & Simon)
• Encoding, Storage, & Retrieval(e.g. Paivio; Mayer)
• Cognitive load theory(e.g. Sweller, Paas, & Van Merriënboer)
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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.
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OR...
x
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THEORETICAL BACKGROUND
• Processing(e.g. Larkin & Simon)
• Encoding, Storage, & Retrieval(e.g. Paivio; Mayer)
• Cognitive load theory(e.g. Sweller, Paas, & Van Merriënboer)
![Page 23: GETTING THE PICTURE The role of representational format in simulation-based inquiry learning Bas Kollöffel, Ton de Jong, & Tessa Eysink.](https://reader035.fdocuments.us/reader035/viewer/2022070409/56649e7a5503460f94b7b7fe/html5/thumbnails/23.jpg)
RESEARCH QUESTION
• What is the relation between representational codes (pictorial, arithmetical, and textual), learning processes, and learning outcomes?
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EXPECTATIONS
• Pictorial representations enhance conceptual knowledge
• Arithmetical representations enhance procedural knowledge
• Pictorial representations reduce cognitive load
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DOMAIN• Elementary Combinatorics & Probability Theory
No replacement;
Order important
No replacement;
Order unimportant
Replacement;
Order important
Replacement;
Order unimportant
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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
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DOMAIN• Elementary Combinatorics & Probability Theory
No replacement;
Order important
No replacement;
Order unimportant
Replacement;
Order important
Replacement;
Order unimportant
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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
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DOMAIN• Elementary Combinatorics & Probability Theory
No replacement;
Order important
No replacement;
Order unimportant
Replacement;
Order important
Replacement;
Order unimportant
![Page 30: GETTING THE PICTURE The role of representational format in simulation-based inquiry learning Bas Kollöffel, Ton de Jong, & Tessa Eysink.](https://reader035.fdocuments.us/reader035/viewer/2022070409/56649e7a5503460f94b7b7fe/html5/thumbnails/30.jpg)
PRODUCT MEASURES
• Conceptual knowledge (Why?)-relations between categories-relations within categories
• Procedural knowledge (How?)-knowledge about calculations-transfer (near & far)
• Situational knowledge
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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?
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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.
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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
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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
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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?
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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
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PRODUCT MEASURES
• Conceptual knowledge-relations between categories-relations within categories
• Procedural knowledge-calculations-transfer
• Situational knowledge
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PROCESS MEASURES
• Time spent in learning environment
• Number of experiments in simulations
• Cognitive Load
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SET UP• 58 participants
• Pretest – Posttest Design
– Pre test: 12 items (open & mc)– Post test: 44 items (open & mc)
• 3 conditions:
– Pictorial– Arithmetical– Textual
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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
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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
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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
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RESULTS (PROCESS)
• Time spent and number of experiments is equal in all three conditions
• Pictorial condition: higher cognitive load
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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
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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?
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FUTURE DIRECTIONS
• Stimulating exploratory behavior• Thinking aloud protocols• Role of representations in expression of
knowledge• Role of representations in collaborative
inquiry learning
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GETTING THE PICTURE
The role of representational formatin simulation-based inquiry learning
Bas Kollöffel, Ton de Jong, & Tessa Eysink