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

学习者从科学文本中生成绘图时的教学支持效率

• 批准号: 257570477
• 负责人: Dr. Annett Schmeck
• 金额: --
• 依托单位: Stiftung Mercator GmbH
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2016-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/257570477?language=en
• 关键词: efficiency; instructional; support; during; learner

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.

学生在阅读复杂和困难的科学课文时，往往会遇到对文本理解的认知要求很高的过程。解决这些问题的一种可能的方法是使用学习策略，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图片，以表示文本中所指的功能元素之间的空间关系。如果画图策略完成得很好，学习能力就会提高。研究表明，让学生在阅读科学课文时画图画可以促进他们对所呈现材料的学习；然而，只有当实施的方式使学生能够生成准确的图画并最大限度地减少无关的认知加工时。因此，有一些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，画画的学生除了指导他们画一幅描述课文大意的图画外，没有得到任何支持。相比之下，有几项研究表明，当包括一些额外的绘画教学支持时，绘画对学习有积极的影响。因此，在提供教学支持以约束和组织绘画活动的条件下，绘画的好处最有可能显现出来。提供教学支持的一种方法是在绘图过程中添加绘图提示，其中包括一个图例，其中显示了所有与绘图相关的图片元素，并为学习者绘图提供了部分预先绘制的背景。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，将对绘图提示进行全面处理--检查，并对绘图提示的两个组成部分(图例显示所有相关要素和部分预先绘制的背景)进行更详细的分析。从理论的角度来看，这项计划中的研究应该会给这个问题带来一些启发，在这种情况下，要求学生在阅读科学课文时画图画可以改善学习。从实践的角度来看，在学生从科学课文生成图画的过程中，图画提示是一种有效的教学支持手段，应该给出更多的证据。