Previous research on the use of diagrams for argumentation instruction has highlighted, but not conclusively demonstrated, their potential benefits. We examine the relative benefits of using diagrams and diagramming tools to teach causal reasoning about public policy. Sixty-three Carnegie Mellon University students were asked to analyze short policy texts using either: 1) text only, 2) text and a pre-made, correct diagram representing the causal claims in the text, or 3) text and a diagramming tool with which to construct their own causal diagram. After a pretest and training, we tested student performance on a new policy text and found that students given a correct diagram (condition 2 above) significantly outperformed the other groups. Finally, we compared learning by testing students on a third policy problem in which we removed all diagram or tool aids and found that students who constructed their own diagrams (condition 3 above) learned the most. We describe these results and interpret them in a way that foreshadows work we now plan for a cognitive-tutor on causal diagram construction.
IOS Press, Inc.
6751 Tepper Drive
Clifton, VA 20124
Tel.: +1 703 830 6300
Fax: +1 703 830 2300 email@example.com
(Corporate matters and books only) IOS Press c/o Accucoms US, Inc.
For North America Sales and Customer Service
West Point Commons
Lansdale PA 19446
Tel.: +1 866 855 8967
Fax: +1 215 660 5042 firstname.lastname@example.org