Determined is the logical reasoning necessary to construct line graphs including a straight line with a positive or negative slope and an exponentially increasing curve. The responses of subjects (grades 6-12) were classified into one of nine categories fitting with Piagetian operational structures. (Author/YP)

Explains a study that proposed and tested how graphical representations influence what is learned and recalled from text. Results highlighted the importance of graph-focusing strategies for text learning and support the creative use of interactive computer presentation. (ML)

Reports the results of an in-depth examination of middle school children's graphing skills and misconceptions. Also discusses a study in which students learned graphing skills through microcomputer-based laboratory (MBL). (ML)

Discusses a study which assessed the effect of a brief kinematics unit on: (1) students' ability to translate between a physical event and the graphic representation of it, and; (2) the effect of real-time on graphing skills. Reports the success of the use of a microcomputer-based laboratory with graphing velocity and distance. (ML)

Examines (1) how students evaluate information obtained in the science laboratory; (2) the effects of use of microcomputer-based laboratory; and, (3) the effects of explicit instruction on critical evaluation skills. Discusses results in terms of students' propensity to accept incorrect graphs and in terms of the effect of the enhanced instruction…