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Cognitive activities in complex science text and diagrams
2010
Contemporary Educational Psychology
Ainsworth's (2006) DeFT framework posits that different representations may lead learners to use different strategies. We wanted to investigate whether students use different strategies, and more broadly, different cognitive activities in diagrams vs. in running text. In order to do so, we collected think-aloud protocol and other measures from 91 beginning biology majors reading an 8-page passage from their own textbook which included seven complex diagrams. We coded the protocols for a wide
doi:10.1016/j.cedpsych.2009.10.002
fatcat:b2nca2i4irbslpk7frhwtdphhy