Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations
Why Sketching May Aid Learning From Science Texts: Contrasting Sketching With Written Explanations
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为什么素描有助于从科学文本中学习：将素描与书面解释进行对比
DOI：
10.1111/tops.12261
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发表时间：
2017
影响因子：
3
通讯作者：
Ainsworth
中科院分区：
文献类型：
--
作者：
Scheiter;Schleinschok;Ainsworth
本研究的目的是探索两个解释为什么素描在从文本中学习是有帮助的：（1）素描像其他建设性的策略，如自我解释，因为它可以帮助学习者识别相关信息和产生推论;或（2）除了这些一般的效果，素描有更具体的好处，由于构建的图形表征。73名七年级学生（32名女孩，M= 12.82岁）首先被教导如何在学习科学文本时创建草图或自我解释。在随后的学习阶段，所有学生都被要求阅读一篇关于温室效应的短文。最后，他们被要求写下他们所记得的一切，然后回答转学问题。学习过程中的策略质量被评估为在自我解释中概述或提到的关键概念的数量。结果表明，在整体表现水平上，只有边际组的差异。然而，更深入的分析显示，虽然没有出现组间差异的学生执行任何策略差，素描组明显优于自我解释组的学生谁应用的策略质量更高。此外，更高的素描质量与更好的学习成果密切相关。因此，这项研究的结果更符合第二种说法：素描可以对学习产生有益的影响，而不仅仅是产生书面解释;至少，如果部署得当。
The goal of this study was to explore two accounts for why sketching during learning from text is helpful: (1) sketching acts like other constructive strategies such as self‐explanation because it helps learners to identify relevant information and generate inferences; or (2) that in addition to these general effects, sketching has more specific benefits due to the pictorial representation that is constructed. Seventy‐three seventh‐graders (32 girls,M= 12.82 years) were first taught how to either create sketches or self‐explain while studying science texts. During a subsequent learning phase, all students were asked to read an expository text about the greenhouse effect. Finally, they were asked to write down everything they remembered and then answer transfer questions. Strategy quality during learning was assessed as the number of key concepts that had either been sketched or mentioned in the self‐explanations. The results showed that at an overall performance level there were only marginal group differences. However, a more in‐depth analysis revealed that whereas no group differences emerged for students implementing either strategy poorly, the sketching group clearly outperformed the self‐explanation group for students who applied the strategies with higher quality. Furthermore, higher sketching quality was strongly related to better learning outcomes. Thus, the study's results are more in line with the second account: Sketching can have a beneficial effect on learning above and beyond generating written explanations; at least, if well deployed.
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