Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations
Article first published online: 11 DEC 2013
© 2013 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 51, Issue 2, pages 147–174, February 2014
How to Cite
Ryoo, K. and Linn, M. C. (2014), Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations. J. Res. Sci. Teach., 51: 147–174. doi: 10.1002/tea.21128
- Issue published online: 10 JAN 2014
- Article first published online: 11 DEC 2013
- Manuscript Accepted: 7 NOV 2013
- Manuscript Received: 8 FEB 2013
- National Science Foundation. Grant Numbers: 0822388, 0918743
Additional supporting information may be found in the online version of this article at the publisher's web-site.
|tea21128-sm-0001-SuppFig-S1.tif||6534K||Supporting Information Figure 1. A screenshot of the dynamic visualization in the generating condition.|
|tea21128-sm-0002-SuppTab-S1.pdf||146K||Supporting Information Table 1. Sample responses from the embedded assessments by each condition.|
|tea21128-sm-0003-SuppTab-S2.pdf||88K||Supporting Information Table 2. Examples of pre- and post-Energy Stories by each condition.|
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