Information visualization is a crucial yet often underdeveloped research skill in graduate education. This study examined how practice-based visualization instruction enhances graduate students’ conceptual understanding and procedural competence in scientific graph construction. Forty first-year graduate students participated in a ten-week instructional program combining diagnostic assessment, guided exercises, and a complex graph replication task. Conceptual and procedural competence were evaluated using validated analytic rubrics to ensure reliability and depth of analysis. Results showed substantial improvement in students’ ability to select suitable chart types, label axes accurately, and apply coherent color schemes. Consistent with the study’s hypotheses, significant gains were observed in conceptual understanding (H1) and technical execution (H2), and a moderate positive correlation between the two domains (H3) confirmed that stronger conceptual grasp aligned with higher visualization proficiency. Iterative feedback and guided reflection supported the integration of theory and practice. However, challenges in detailed annotation and multivariable coordination persisted. Overall, structured, practice-based visualization training enhanced methodological competence and communication clarity. Embedding such experiential learning within graduate curricula can strengthen visualization literacy and support the development of research independence.
Rave et al. (Fri,) studied this question.