The efficiency of instructional support during learner-generated drawing from science text

学生阅读复杂和困难的科学文本往往有问题的认知高要求的过程中的文本理解。处理这些问题的一种可能方法是使用学习策略，例如学习者生成的绘画策略。在绘画时，学生必须将文字信息转化为一幅图片，代表文本中所指的功能元素之间的空间关系。如果绘画策略完成得足够好，学习就可以得到改善。研究表明，要求学习者在阅读科学文本时画画可以促进他们对所呈现材料的学习;然而，只有当以使学习者能够生成准确的图画并最大限度地减少无关的认知处理的方式实施时。因此，有研究没有找到证据证明学习者生成的绘画策略的好处。这些研究的共同点是，除了指导学生画一幅描述课文主要思想的图画之外，画画的学生没有得到任何支持。相反，有几项研究表明，绘画有积极的影响，学习时，一些额外的教学支持绘画包括在内。因此，绘画的好处是最有可能被揭示的条件下，提供教学支持，以限制和结构的绘画活动。提供指导支持的一种方法是在绘图期间添加绘图提示，该绘图提示包括示出用于绘图的所有相关图形元素的图例和用于学习者绘图的部分预绘制的背景。然而，对绘图提示的效率的分析仍有待完成。因此，在计划的研究中，将对绘图提示进行总体治疗检查，并对两个绘图提示组件（显示所有相关元素的图例和部分预绘制的背景）进行更详细的分析。从理论的角度来看，计划中的研究应该对这个问题有所启发，在什么情况下要求学习者在阅读科学文本时画画可以提高学习效果。从实践的角度来看，绘图提示作为一种有效的教学支持手段，在学习者生成的科学文本绘图过程中，需要提供更多的证据。

Students reading complex and difficult science texts often have problems with the cognitively highly demanding processes of text comprehension. A possible way to deal with these problems is to use learning strategies such as the learner-generated drawing strategy. When drawing, the students have to translate the verbal text information into a picture that represents spatial relationships among functional elements referred to in the text. If the drawing strategy is accomplished adequately, learning can be improved. Research gives evidence that asking learners to draw pictures as they read a science text can facilitate their learning of the presented material; however, only when implemented in a way that enables learners to generate accurate drawings and that minimizes extraneous cognitive processing. Accordingly, there are studies that did not find evidence for the benefits of the learner-generated drawing strategy. What is common to these studies is that students who drew did not receive any support beyond the instructions to make a drawing describing the main ideas of a text. In contrast, there are several studies showing that drawing has positive effects on learning when some additional instructional support for drawing is included. Thus, benefits of drawing are most likely to be revealed under the condition that instructional support is provided to constrain and structure the drawing activity. One approach to provide instructional support is by adding a drawing prompt during drawing that includes a legend showing all the relevant pictorial elements for drawing and a partly pre-drawn background for learners drawings. An analysis of the efficiency of the drawing prompt, however, remains to be done. Thus, in the planned study, an overall treatment-check of the drawing prompt and a more detailed analysis of both drawing prompt components (legend showing all the relevant elements and a partly pre-drawn background) will be conducted. From a theoretical point of view, the planned study should shed some light onto the question, under which conditions asking learners to draw pictures as they read a science text can improve learning. From a practical point of view, more evidence for the drawing prompt as an efficient instructional support device during learner-generated drawing from science text should be given.