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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 -
