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dc.contributor.authorManalo, Emmanuelen
dc.contributor.authorUesaka, Yurien
dc.date.accessioned2018-06-21T05:38:50Z-
dc.date.available2018-06-21T05:38:50Z-
dc.date.issued2016-
dc.identifier.isbn9783319423326-
dc.identifier.issn0302-9743-
dc.identifier.urihttp://hdl.handle.net/2433/231983-
dc.description[International Conference on Theory and Application of Diagrams] Diagrams 2016: Diagrammatic Representation and Inferenceen
dc.description.abstractThis study investigated the efficacy of providing a hint, instruction, and practice in promoting spontaneous diagram use in the written work of 21 students undertaking an undergraduate course in education. The course required the students to regularly produce for homework a one-page explanation of what they had learned. In the first few weeks of the course, they rarely included diagrams in their explanations. Following a hint to use diagrams (provided as comment/feedback on their homework), diagram use significantly increased. When instruction in effective use of diagrams was provided, the level of diagram use maintained but did not increase. However, when practice in using diagrams was additionally provided, further significant increases in diagram use followed, which maintained over the ensuing weeks of the course. These findings suggest that to spontaneously use diagrams in their written work, students need to be provided a combination of advice, instruction, and practice in such use.en
dc.format.mimetypeapplication/pdf-
dc.language.isoeng-
dc.publisherSpringer, Chamen
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in 'Lecture Notes in Computer Science'. The final authenticated version is available online at: https://doi.org/10.1007/978-3-319-42333-3_12.en
dc.rightsThe full-text file will be made open to the public on 26 July 2017 in accordance with publisher's 'Terms and Conditions for Self-Archiving'.en
dc.rightsこの論文は出版社版でありません。引用の際には出版社版をご確認ご利用ください。ja
dc.rightsThis is not the published version. Please cite only the published version.en
dc.subjectDiagram use instructionen
dc.subjectSkills practiceen
dc.subjectSpontaneous diagram productionen
dc.subjectStrategy use advice and encouragementen
dc.subjectWritten communicationen
dc.titleHint, instruction, and practice: The necessary components for promoting spontaneous diagram use in students’ written work?en
dc.typeconference paper-
dc.type.niitypeConference Paper-
dc.identifier.jtitleLecture Notes in Computer Scienceen
dc.identifier.volume9781-
dc.identifier.spage157-
dc.identifier.epage171-
dc.relation.doi10.1007/978-3-319-42333-3_12-
dc.textversionauthor-
dc.addressGraduate School of EducationKyoto Universityen
dc.addressGraduate School of EducationThe University of Tokyoen
dcterms.accessRightsopen access-
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