The promise and practice of learner-generated drawing: Literature review and synthesis
The promise and practice of learner-generated drawing: Literature review and synthesis
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DOI：
10.1007/s10648-005-8136-3
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发表时间：
2005-12-01
影响因子：
10.1
通讯作者：
Garner, J
中科院分区：
文献类型：
--
作者：
Van Meter, P;Garner, J
这篇文章探讨了学习者生成的绘图，这是一种学习者构建有代表性的插图来支持学习目标的策略。本文综述了应用文献和实证文献，旨在促进对这一策略的研究。从这篇综述中可以清楚地看到，在学生生成的图画的规定性阅读和基于研究的理解之间存在着差距。为了理解不一致的经验证据，研究综述围绕一系列基于当前认知和策略处理理解的假设进行组织。通过扩展R. E. Mayer（1993）关于选择、组织和整合的理论过程，提出了一个理解绘图策略的理论框架。该框架旨在指导和组织未来的研究工作，为此，早期提出的假设被纳入这一理论视角的解释性结构。文章最后讨论了策略指导如何在绘图策略的有效性中发挥作用。
This article explores learner-generated drawing, a strategy in which learners construct representative illustrations in support of learning goals. Both applied and empirical literature is reviewed with the purpose of stimulating research on this strategy. Clear from this review is the gap that exists between prescriptive readings on learner-generated drawing and research-based understandings. To make sense of inconsistent empirical evidence, the research review is organized around a series of hypotheses grounded in current understandings of cognitive and strategic processing. A theoretical framework for understanding the drawing strategy is proposed by extending R. E. Mayer's (1993) theoretical processes of selection, organization, and integration. The framework is intended to guide and organize future research efforts and, to that end, earlier proposed hypotheses are incorporated into the explanatory constructs of this theoretical perspective. The article concludes with a discussion of how strategy instruction might play a role in the effectiveness of the drawing strategy.