Using the learner-generated drawing strategy: How much instructional support is useful?

Annett Schmeck; Luisa Friedrich; Maria Opfermann; Detlev Leutner

Using the learner-generated drawing strategy: How much instructional support is useful?

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet

Standard

Using the learner-generated drawing strategy : How much instructional support is useful? / Schmeck, Annett; Friedrich, Luisa; Opfermann, Maria et al.

10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. Hrsg. / Jan Van Aalst; Kate Thompson; Michael J. Jacobson; Peter Reimann. Band 2 International Society of the Learning Sciences, 2012. S. 237-240 (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Band 2).

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet

Harvard

Schmeck, A, Friedrich, L, Opfermann, M & Leutner, D 2012, Using the learner-generated drawing strategy: How much instructional support is useful? in JV Aalst, K Thompson, MJ Jacobson & P Reimann (Hrsg.), 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. Bd. 2, 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings, Bd. 2, International Society of the Learning Sciences, S. 237-240, 10th International Conference of the Learning Sciences, Sydney, New South Wales, Australien, 02.07.12.

APA

Schmeck, A., Friedrich, L., Opfermann, M., & Leutner, D. (2012). Using the learner-generated drawing strategy: How much instructional support is useful? in J. V. Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Hrsg.), 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (Band 2, S. 237-240). (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings; Band 2). International Society of the Learning Sciences.

Vancouver

Schmeck A, Friedrich L, Opfermann M, Leutner D. Using the learner-generated drawing strategy: How much instructional support is useful? in Aalst JV, Thompson K, Jacobson MJ, Reimann P, Hrsg., 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings. Band 2. International Society of the Learning Sciences. 2012. S. 237-240. (10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings).

Bibtex

@inbook{9bbbfc3a199743d0917407fe3c66b784,

title = "Using the learner-generated drawing strategy: How much instructional support is useful?",

abstract = "Learner-generated drawing is a learning strategy which is used to improve students' text comprehension. Research has shown that benefits of the learner-generated drawing strategy strongly depend on drawing-accuracy and that students need instructional support to draw accurate drawings. However, less is known about how much support is needed. Thus, in the present study, one hundred and two 9th graders read a science text and were instructed to generate drawings during reading with varying degrees of instructional support. Results show that students who learnt with a toolbar showing all the relevant elements for drawing showed higher drawing-accuracy scores associated with less learning time than students who learnt with pre-drawn drawing backgrounds or those who learnt without any support during drawing.",

keywords = "Psychology",

author = "Annett Schmeck and Luisa Friedrich and Maria Opfermann and Detlev Leutner",

year = "2012",

month = aug,

day = "28",

language = "English",

isbn = "9780578107042",

volume = "2",

series = "10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings",

publisher = "International Society of the Learning Sciences",

pages = "237--240",

editor = "Aalst, {Jan Van} and Kate Thompson and Jacobson, {Michael J.} and Peter Reimann",

booktitle = "10th International Conference of the Learning Sciences",

note = "10th International Conference of the Learning Sciences : The Future of Learning, ICLS 2012 ; Conference date: 02-07-2012 Through 06-07-2012",

url = "https://www.isls.org/icls/2012/downloads/ICLS2012%20Program.pdf",

}

RIS

TY - CHAP

T1 - Using the learner-generated drawing strategy

T2 - 10th International Conference of the Learning Sciences

AU - Schmeck, Annett

AU - Friedrich, Luisa

AU - Opfermann, Maria

AU - Leutner, Detlev

N1 - Conference code: 10

PY - 2012/8/28

Y1 - 2012/8/28

N2 - Learner-generated drawing is a learning strategy which is used to improve students' text comprehension. Research has shown that benefits of the learner-generated drawing strategy strongly depend on drawing-accuracy and that students need instructional support to draw accurate drawings. However, less is known about how much support is needed. Thus, in the present study, one hundred and two 9th graders read a science text and were instructed to generate drawings during reading with varying degrees of instructional support. Results show that students who learnt with a toolbar showing all the relevant elements for drawing showed higher drawing-accuracy scores associated with less learning time than students who learnt with pre-drawn drawing backgrounds or those who learnt without any support during drawing.

AB - Learner-generated drawing is a learning strategy which is used to improve students' text comprehension. Research has shown that benefits of the learner-generated drawing strategy strongly depend on drawing-accuracy and that students need instructional support to draw accurate drawings. However, less is known about how much support is needed. Thus, in the present study, one hundred and two 9th graders read a science text and were instructed to generate drawings during reading with varying degrees of instructional support. Results show that students who learnt with a toolbar showing all the relevant elements for drawing showed higher drawing-accuracy scores associated with less learning time than students who learnt with pre-drawn drawing backgrounds or those who learnt without any support during drawing.

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=84878723381&partnerID=8YFLogxK

M3 - Article in conference proceedings

AN - SCOPUS:84878723381

SN - 9780578107042

VL - 2

T3 - 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings

SP - 237

EP - 240

BT - 10th International Conference of the Learning Sciences

A2 - Aalst, Jan Van

A2 - Thompson, Kate

A2 - Jacobson, Michael J.

A2 - Reimann, Peter

PB - International Society of the Learning Sciences

Y2 - 2 July 2012 through 6 July 2012

ER -

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