Fostering Generative Learning With Explaining and Drawing Activities

• In Event: If You Build It: Investigating Knowledge Construction and Generative Learning Strategies

Abstract

This study explored how different types of generative learning activities support understanding in science. In a 2 x 2 (plus control) design, undergraduates (n = 197) learned about the human circulatory system from either provided text or provided diagrams, and they were prompted to either generate explanations or create drawings from the provided material. Consistent with our hypothesis, students who were required to translate across representations (explain from provided diagrams or draw from provided text) significantly outperformed students not required to translate (explain from provided text or draw from provided diagrams) on a subsequent comprehension test. The translation groups also significantly outperformed a control group who studied provided text and diagrams. Findings provide implications for generative learning theory.

Authors

• Logan Fiorella, University of Georgia

• Alexis Capobianco, University of Georgia

• Allison J. Jaeger, Mississippi State University