Strategy instruction may play a role in the effectiveness of the learner-generated drawing strategy¶

Strategy · All strategies
Evidence · 2 claims (2 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article concludes with a discussion of how strategy instruction might play a role in the effectiveness of the drawing strategy. This forward-looking recommendation suggests that teaching learners how to draw, rather than merely asking them to do so, is a direction the authors identify for future research and practice. It follows from the review's framing of drawing as a strategy whose use depends on strategic processing.

Design Implications¶

Context¶

Requirements¶

• Instruction must address the strategic processing the review identifies as underlying the drawing strategy.

Constraints¶

• The article frames this as a possibility for future research, stating only that strategy instruction "might play a role" in effectiveness.

Target Learners¶

• learners learning from content-area text

Target Learning Goals¶

• effective use of learner-generated drawing to learn from text

Claims¶

• Empirical evidence on learner-generated drawing is inconsistent, and the review organizes it around hypotheses grounded in cognitive and strategic processing [~M] (why instruction in how to draw may matter)
• A gap exists between prescriptive readings on learner-generated drawing and research-based understandings [~M]

Related Strategies¶

• Drawing To Learn: the learner-generated drawing strategy this would teach

Examples¶

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Key Sources¶

• Van Meter, P., Garner, J. (2005). The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis. Educ Psychol Rev 17, 285–325. https://doi.org/10.1007/s10648-005-8136-3