The DOI matches its Crossref record.
Students' difficulties in reading images. Comparing results from four national research groups
Overview
Integrity signals
Registry
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Visual representations can help in reducing student difficulties when moving between the different representational levels (Gilbert, 2006) if pupils know how to interpret them (Pintó and Ametller, 2002).”
From An analysis of the visual representation of redox reactions and related content in Brazilian secondary school chemistry textbooks (2020) · cites this paper as Pintó and Ametller, 2002
Citations
Cites
Still being checked.
Cited by
Relation between students’ problem-solving performance and representational format
Meltzer, D. E. (2005) · American Journal of Physics · doi:10.1119/1.1862636 · Cited by 245
Tibell, L. A. E., & Rundgren, C.-J. A. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.08-09-0055 · Cited by 174
Dimopoulos, Κ., Koulaïdis, V., & Sklaveniti, S. (2003) · Research in Science Education · doi:10.1023/a:1025006310503 · Cited by 160
Design of virtual environments for the comprehension of planetary phenomena based on students' ideas
Μπάκας, Χ., & Mikropoulos, T. A. (2003) · International Journal of Science Education · doi:10.1080/09500690305027 · Cited by 122
Gkitzia, V., Salta, K., & Tzougraki, C. (2011) · Chem. Educ. Res. Pract. · doi:10.1039/c1rp90003j · Cited by 116
Metadata
- Authors
- Pintó, R., & Ametller, J.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2002-03
- Volume
- 24
- Issue
- 3
- Pages
- 333-341
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W1997580860
- Cited by
- 78
- References
- 0
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 1 · 2022: 5 · 2021: 3 · 2020: 6 · 2019: 1 · 2018: 5 · 2017: 8 · 2016: 3 · 2015: 6 · 2014: 6 · 2013: 1 · 2012: 3
- FWCI
- 18.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- image interpretation, visual literacy, student difficulties, image understanding, science education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Students' difficulties in reading images. Comparing results from four national research groups. https://app.cochat.ai/papers/10.1080/09500690110078932
- The paper
- Pintó, R., & Ametller, J. (2002). Students' difficulties in reading images. Comparing results from four national research groups. International Journal of Science Education. https://doi.org/10.1080/09500690110078932
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
