Making sense of graphs

The present study investigates the differential effects of cooperative learning with or
without metacognitive instruction on making sense of graphs. Participants were 196 eighthgraders who studied in six classrooms. Data were analyzed by using quantitative and
qualitative methods. Results indicated that students who were exposed to the metacognitive
instruction within cooperative learning (COOPCMETA) significantly outperformed their
counterparts who were exposed to cooperative learning with no metacognitive instruction
(COOP). The positive effects of COOPCMETA were observed on both graph interpretation
and graph construction (transfer task) with regard to alternative conceptions. Furthermore,
observations indicated differential characteristics of discourse behaviors during small group
interaction under these methods. The practical implications of the study are discussed