{"title":"图像解读支架支持青少年进行历史推理","authors":"Kevin van Loon , Monika Waldis","doi":"10.1016/j.learninstruc.2024.101993","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Image interpretation scaffolds and mind mapping may support students’ historical reasoning. Benefits of such approaches are, until present, not empirically tested.</p></div><div><h3>Aims</h3><p>This quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students’ historical reasoning <em>about</em> and <em>with</em> images.</p></div><div><h3>Sample</h3><p>Participants were adolescents (secondary school students, <em>N</em> = 145, <em>M</em> age 13.9 years).</p></div><div><h3>Methods</h3><p>Historical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students’ interpretative essays were rated to assess historical reasoning.</p></div><div><h3>Results</h3><p>Image interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time.</p></div><div><h3>Conclusions</h3><p>Image interpretation scaffolds seem beneficial to support students’ interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101993"},"PeriodicalIF":4.7000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Image interpretation scaffolds support adolescents’ historical reasoning\",\"authors\":\"Kevin van Loon , Monika Waldis\",\"doi\":\"10.1016/j.learninstruc.2024.101993\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Image interpretation scaffolds and mind mapping may support students’ historical reasoning. Benefits of such approaches are, until present, not empirically tested.</p></div><div><h3>Aims</h3><p>This quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students’ historical reasoning <em>about</em> and <em>with</em> images.</p></div><div><h3>Sample</h3><p>Participants were adolescents (secondary school students, <em>N</em> = 145, <em>M</em> age 13.9 years).</p></div><div><h3>Methods</h3><p>Historical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students’ interpretative essays were rated to assess historical reasoning.</p></div><div><h3>Results</h3><p>Image interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time.</p></div><div><h3>Conclusions</h3><p>Image interpretation scaffolds seem beneficial to support students’ interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"94 \",\"pages\":\"Article 101993\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001208\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001208","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Image interpretation scaffolds support adolescents’ historical reasoning
Background
Image interpretation scaffolds and mind mapping may support students’ historical reasoning. Benefits of such approaches are, until present, not empirically tested.
Aims
This quasi-experimental study compared effects of three conditions: a sequenced image interpretation scaffold, a flexible image interpretation scaffold, and mind mapping on students’ historical reasoning about and with images.
Sample
Participants were adolescents (secondary school students, N = 145, M age 13.9 years).
Methods
Historical reasoning was assessed with a writing task. Participants interpreted three photographs over three time points. At T1, students had no support. At T2 and T3, students interpreted an image with the randomly assigned condition. Students’ interpretative essays were rated to assess historical reasoning.
Results
Image interpretation scaffolds better supported historical reasoning than mind mapping. Both interpretation scaffolds enhanced historical reasoning. Particularly the flexible image interpretation scaffold appeared to benefit contextualization and the description of the relevance of the image message for the present. However, effects of the flexible scaffold were not stable over time.
Conclusions
Image interpretation scaffolds seem beneficial to support students’ interpretation of historical images. Further research needs to investigate how image interpretation scaffolds support historical reasoning for different types of images.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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