What is the problem with interpreting chemical reactions and other types of learning from an Interpreting Graphics Worksheet? Is it that the chemistry student is only going to get a “tweak in the works” if they have an acceptable answer to the question? What about giving them a guide line for their analysis and then telling them to do the analysis in the proper order, and then repeat it back? Or, it could be that even though the correct answer is there, the actual demonstration or explanation doesn’t make sense.
Science is all about doing things in the real world. It is about creating new things out of old things, and it is about finding patterns in nature. When people are taught through the use of a program or book, it is because they are given a set of instructions or guidelines that can guide them through what they should be doing, and how they should be doing it.
This type of teaching can either be a tremendous help or a major hinderance when the chemistry teacher is dealing with students who have problems with diagrammatical procedures and basic learning skills. The worst part is that these problems are common and in some cases have already been cured. In other words, it may already be obvious to the student, but it’s the teacher who has to constantly remind them.
For example, it is the responsibility of the teacher to make sure that the student understands the basic layout principles that are taught in the Interpreting Graphics Worksheet, because without understanding those principles, the student will not be able to correctly interpret the chemical reactions that are being shown on the worksheet. There are also times when the student is provided with an interpretation of the diagrams, but this does not get to the core of the problem.
Students who cannot comprehend a problem in this manner, will find that they have to fill in the blanks by assuming that the instructions, instructions that are actually missing or wrongly understood, have come from somewhere else in the worksheet. Sometimes, this happens as a result of having to look up some information that is not clearly laid out within the worksheet, or as a result of going from one sheet to another to help someone solve a problem that they have.
When it comes to interpreting charts or graphs, the biggest problem comes when the student is not comfortable with the graphic nature of the information. Often, if they are not looking at the worksheet the right way, they will copy the parts of the chart or graph that they need, and they don’t understand that they need to look it up in the instruction that they are supposed to be following.
Often, the more complex the instructions, the more that the student will have to look up and the more they will have to do, and this is where comprehension starts to slip because of the simple basic needs that they have to fill in. The good news is that there are ways that you can help improve the understanding of the different learning concepts through the use of Interpreting Graphics Worksheets.
When a student asks “Why do I have to do it this way” when it comes to interpreting the diagrams, they are asking a valid question, and they are also indicating that the problem lies with the instructions that are actually included on the Interpreting Graphics Worksheet Answers. The answer has to come from within the individual student.