Learner-generated drawing as a strategy for learning from content area text |
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Authors: | Peggy Van Meter Maja Aleksic Ana Schwartz Joanna Garner |
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Institution: | 1. The Pennsylvania State University, 203 Cedar Building, University Park, PA 16801, USA;2. Director of Assessment and Accountability, Tempe Union HS District, 500 West Guadalupe Road, Tempe AZ 85283, USA;3. Department of Psychology, University of Texas at El Paso, 500 W. University Ave. El Paso, Texas 79968, USA;4. Director of Psychological Services, Cognitive Learning Centers, 29 South Market Street, Elizabethtown, PA 17022, USA |
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Abstract: | Learner-generated drawing is a strategy that can improve learning from expository text. In this paper, a model of drawing construction is proposed and the experimental design tests hypotheses derived from this model. Fourth and sixth grade participants used drawing under three experimental conditions with two conditions including varying degrees of support. On a problem solving posttest, both supported drawing groups scored higher than the non-drawing Control group. Although the grade by condition interaction was not significant, there was a strong trend in this direction. When sixth grade participants were considered independently, participants in the most supported drawing condition also obtained higher problem solving scores than those who drew without support. There were no significant condition effects for fourth grade nor were there any significant effects on a multiple-choice recognition posttest. Results were consistent with hypotheses and are discussed in light of the proposed theoretical framework. |
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Keywords: | Drawing Learning strategy Content area text Reading Science Assessment Problem solving |
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