How Comparisons Promote Adults' Comprehension of Science Diagrams

Presenter

Andja Kola

Group Members

Giana N. Rivera

Campus

Worcester State University

Sponsor

Benjamin Jee, Department of Psychology, Worcester State University

Schedule

Session 1, 10:30 AM - 11:15 AM [Schedule by Time][Poster Grid for Time/Location]

Location

Poster Board A90, Campus Center Auditorium, Row 5 (A81-A100) [Poster Location Map]

Abstract

Abstract systems and processes in science are best explained with multiple diagrams for students to compare and contrast. Yet, even when analogous diagrams are provided, students may need to be prompted to draw the proper connections. We tested whether an explicit prompt to engage in the comparison process would lead university students to make more scientifically relevant connections between two diagrams of evolution. Undergraduate participants were presented with two diagrams, one showing the evolution of the Galapagos tortoises and another showing the evolution of the peppered moths and were asked to provide captions to reflect their understanding. Those in the High Comparison Support condition were asked to compare the two diagrams and think about what they have in common before matching the three pairs of organisms across the diagrams. Participants in the Low Comparison Support condition were not given a comparison prompt and were asked to find only one matching pair between the diagrams. We found that those in the High Comparison Support condition were significantly more accurate in matching the key organisms that appeared in the matching task for each condition and in formulating well-rounded captions. Thus, high support for comparison helped students interpret the diagrams in line with the scientific theory of evolution. We will discuss the limitations of this effect, and our plans for future research.

Keywords

comparison, connections, diagrams, graphs

Research Area

Psychology and Behavioral Sciences

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