EARLI SIG 2: Building bridges: Improving our understanding of learning from text and graphics by making the connection location:Rotterdam, The Netherlands date:25-27 August 2014
The present study investigated the effect of two visual aids in representational illustrations on elementary school pupils’ realistic word problem solving. 288 pupils (age 10-12 years) participated in the study. In Part 1 they received a paper-and-pencil task with seven word problems with a realistic modelling challenge (P-items). These problems were presented together with representational line drawings, representational line drawings with an extra element to make the modelling complexity more apparent, or representational line drawings with this element being cued by means of highlighting. In Part 2, pupils received the same P-items together with a realistic reaction (RR) and a non-realistic reaction (NR), and the request to choose the best answer. The findings showed no effect of the visual aids on the number of RRs (Part 1), and, when reviewing possible answers, no positive effect of the visual aids on pupils’ appreciation for the RR either (Part 2).