Influence Of Different Types Of Knowledge In Biology On Graph Reading Ability Of Junior High School Students

From the perspective of the process of reading the graph,the biological knowledge base of students is related to the information coding and analysis in the graph.Biological knowledge can be divided into different types.What are the effects of different types of knowledge on the ability to read,analyze,use and draw graph?What kind of knowledge is the core knowledge that affects students'ability to read graph?To solve the above problems,this paper aims to explore the specific effects of different types of biology knowledge on students'graph reading ability,and give relevant suggestions.On the basis of literature review,the concept of biological graph reading ability is clearly defined.Based on the previous research results,the dimensions of biological graph reading ability were divided,and the evaluation system of biological graph reading ability was established.Based on this evaluation system,a biological graph reading ability test tool was developed for junior high school students.At the same time,according to Anderson knowledge classification theory,biological knowledge is divided into factual knowledge,conceptual knowledge,procedural knowledge and meta-cognitive knowledge.Develop testing tools for testing factual,conceptual and procedural knowledge according to the specific description of different types of knowledge;The meta-cognitive knowledge scale(MAI)developed by Schraw and Denisson was used to test the meta-cognitive knowledge,and its?coefficient was0.91,and its validity was also high.A total of 384 students in the third grade of two middle schools in Jiangxi province were investigated to investigate their ability of reading biological graph and the status quo of different types of knowledge.The data were analyzed by independent sample t-test,correlation analysis and multiple linear regression.The results showed that:(1)the overall level of the students'graph-reading ability was low,and the ability of biological graph-reading and graph-drawing was relatively good,while the ability of graph-analyzing and graph-using was poor.There is a gender difference in students'ability to read the graph,with girls performing better than boys.(2)Different types of knowledge have different effects on students'biological map reading ability.Conceptual knowledge,procedural knowledge,factual knowledge and meta-cognitive knowledge have different influences on students'biological map reading ability.The influences of conceptual knowledge,procedural knowledge,factual knowledge and meta-cognitive knowledge are 0.246,0.228,0.209and 0.035,respectively.There is a significant interaction between procedural knowledge and meta-cognitive knowledge on the effect of reading ability(F=3.898,p<0.05,?~2=0.013).(3)The effects of different types of knowledge on the ability of reading,analyzing,using and drawing are also different.Procedural knowledge mainly affects students'ability of reading,and there is a significant interaction between procedural knowledge and conceptual knowledge(F=4.939,p<0.05,?~2=0.016).Factual knowledge and conceptual knowledge mainly affect students'ability to use and draw pictures.Factual knowledge and procedural knowledge have significant interaction on the ability to use pictures(F=5.355,p<0.05,?~2=.018).Meta-cognitive knowledge mainly affects students'ability to analyze diagrams.