Julianne M. Coleman

Elementary Teachers’ Use of Graphical Representations in Science Teaching

The purpose of this study was to obtain data on United States K-5 elementary school teachers’ self-reported instructional practices with graphical representations. Via an electronic survey, 388 elementary teachers, from throughout the US, reported about their teaching of the interpretation and the production of graphics within science. The main findings indicate that: (1) pointing to or referring to graphical representations in books (92% of respondents) was the most frequently used instructional practice across the disciplines and grade levels; (2) five of nine graphical representations (over 90%) were more frequently used in science instruction than in other content areas, and (3) students’ graphical productions involving drawings, labeling, and oral and written explanations were very infrequent. The findings indicate that while teachers may tacitly use graphics within science instruction, they may not be explicitly teaching about this visual form of communication.

Elementary Teachers' Instructional Practices Involving Graphical Representations.

Abstract The goal of this study was to gather data on US elementary school teachers’ (K-5) instructional practices with graphical representations. The results revealed high percentages of usage for graphical representations but with varying levels of frequency. Overall, the most frequently reported instructional practices by teachers included 1) pointing to or referring to graphical representations in books, 2) using graphical representations as organizers of text, 3) using Venn diagrams to compare or contrast ideas, and 4) having children organize a plan for reading and writing tasks using web diagrams. The findings from this study help to illuminate what types of graphical representations are used and how they are being used.

Visual Representations in Second Graders' Information Book Compositions.

This paper describes the visuals second grade students included in their own information book compositions during a science unit on weather during which multimodal science trade books on the topic of weather were read aloud. First, the multimodal nature of the information books used in the unit are described. Second, the teachers talk about visual representations during read alouds of books on weather is presented. And third, the childrens own information books about weather topics are examined for inclusion of labeled pictorial illustrations with accompanying captions and graphical representations. These analyses reveal that 1) information book authors vary in their use of visual information, 2) some graphics may be more salient for children, and 3) childrens use of pictorial illustrations and graphical representations in their own compositions seems to be impacted by both teacher attention to particular types of visual representations and immersion in information book graphics.

The frequency and type of graphical representations in science trade books for children

Abstract This study sought to examine the frequency and type of graphical representations in science trade books for children from 1972 to 2007. Specifically questions addressed differences in graphical forms in science discipline and for intended audience age for books. The results revealed that there is an increase in the presence and variation of graphics over time. The physical science trade books had larger proportions of the range of graphics than life and earth science books. Most notably flow diagrams, cross sections, cutaways and tree diagrams were present in physical science books. Regarding intended audience age, there were more graphical representations of most types in books for intermediate age children. The results suggest that students will encounter a higher presence of trade books with graphics and graphical types in the coming years.

What Makes a Diagram Easy or Hard? The Impact of Diagram Design on Fourth-Grade Students’ Comprehension of Science Texts

This experimental study examined how the presence of visual diagrams in 2 science texts affected the independent reading comprehension of 213 fourth-grade students in the southeastern United States. In addition, the relative impact of 3 diagram designs and layout (representational, interpretational, or integrated) was compared with a control. Prior knowledge was measured and statistically controlled for each text. Comprehension measures were a term-selection posttest and a reading comprehension posttest. Overall, on both texts, visual diagrams provide minimal or no added value to students’ comprehension above the text-only conditions. Findings also indicated that the integrated diagram may create a condition of cognitive overload for some students. Implications for instructional material design are discussed.