Abstract:

Interpreting and using graphical representations is a critical competency across science disciplines; however, some graphical representations, such as distribution graphs, are intended to be “read” differently and require an alternative set of strategies for eliciting relevant information and drawing inferences. In this study, we focused on eliciting students’ reasoning related to the varied population schema, the idea that for a given system, molecules vary with respect to different parameters. We conducted semi-structured interviews with twelve general chemistry students, which involved students’ interpretation of frequency distribution graphs (number of molecules vs. speed, number of molecules vs. kinetic energy). Analysis emphasized students’ conception of the varied population schema and how students used the graphs to make predictions. The design and analysis of this study was informed by coordination class theory, a model within the knowledge-in-pieces perspective of cognition that defines a concept as a combination of approaches for obtaining information (extraction strategies) and a cluster of knowledge elements used to draw conclusions (inferential net). Findings highlight the interaction between features students attended to in distribution graphs and the ideas they discussed.

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