Image interpretation scaffolds support adolescents’ historical reasoning

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-08-26 DOI:10.1016/j.learninstruc.2024.101993

Kevin van Loon , Monika Waldis

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Abstract

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.

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图像解读支架支持青少年进行历史推理

背景图像解读支架和思维导图可以帮助学生进行历史推理。这项准实验研究比较了三种条件对学生历史推理的影响：有序的图像解读支架、灵活的图像解读支架和思维导图。样本参与者为青少年（中学生，N = 145，M 年龄 13.9 岁）。参与者在三个时间点解读三张照片。在 T1 阶段，学生没有任何支持。在 T2 和 T3，学生在随机分配的条件下解读一张图片。结果图片解读支架比思维导图更有助于历史推理。两种解释支架都增强了历史推理能力。尤其是灵活的图像解读支架似乎更有利于情境分析和描述图像信息与当前的相关性。结论图像解读支架似乎有利于支持学生解读历史图像。进一步的研究需要调查图像解读支架如何支持不同类型图像的历史推理。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

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.