| Owner: |
Andrea J. Kunze
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| Owner Email: |
akunze@deltastate.edu
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| Paper Title: |
Deciding on Drawing: The Topic Matters When Using Drawing as a Science Learning Strategy
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| Session Title: |
Metacognition and Motivation
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/18/2020
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| Presentation Location: |
Online
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| Descriptors: |
Learning Processes/Strategies, Science Education
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| Methodology: |
Quantitative
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| Author(s): |
Andrea Kunze, University of Illinois at Urbana-Champaign; Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Juhi S Shah, University of Illinois at Urbana-Champaign
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| Unit: |
Division C - Learning and Instruction
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| Abstract: |
The drawing-to-learn (D2L) literature suggests that drawing is an effective, high-level learning strategy, but many studies are in high school and undergraduate chemistry and physics classes (e.g., Chang et al., 2010; Heckler, 2010). We studied D2L versus summarizing in the under-researched context of middle school (MS) science classrooms. Students learned about four weather and physical science topics, and we explored how the strategy aided students’ during-learning strategy quality and post-test scores across the four topics. Results suggest that effects of D2L on during-learning and post-test performance differ across topics. For MS students, summarizing is equally effective as D2L—though less enjoyable—except when students over-focus on elements at the expense of depicting relations in drawings.
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| DOI: |
https://doi.org/10.3102/1568663
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