Drawing construction as a strategy for learning from text.

By Peggy N. Van Meter. 2001

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2e542d2bd5210888c50e3b373bceae0116af35ba

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension. (2004, background): “As one would expect from other work showing benefits of action associated with verbal information (see, e.g., Koriat & Pearlman-Avnion, 2003; Nilsson et al., 2000; Noice & Noice, 2001; Rubman & Waters, 2000; van Meter, 2001; Wolff & Levin, 1972), manipulating text referents after reading a sentenc”
Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect (2014, background): “…& Tillman, 1997; Leopold & Leutner, 2012; Lesgold, DeGood, & Levin, 1977; Lesgold, Levin, Shimron, & Guttman, 1975; Schwamborn et al., 2010; van Meter, 2001; van Meter et al., 2006), whereas others did not (e.g., Leutner, Leopold, & Sumfleth, 2009; Rasco, Tennyson, & Boutwell, 1975; Tirre,…”
Learner-generated drawing as a strategy for learning from content area text (2006, background): “Van Meter et al. / Contemporary Educational Psychology 31 (2006) 142–166 143”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “When content is provided with drawing activities, instructional support should provide feedback to help students self-assess their progress in relation to content (Van Meter 2001; Van Meter et al. 2006).”
Generative Learning: Which Strategies for What Age? (2020, methodology): “In line with this finding, drawing accuracy and self-monitoring processes have repeatedly been found to mediate the beneficial effects of learner-generated drawing (Van Meter and Garner 2005).”
Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer (2013, methodology): “…and in line with the theoretical considerations, these studies have provided no clear empirical support of whether students learn better with learnerconstructed or predefined pictures (see Hall, Bailey, & Tillman, 1997; Schwamborn, Thillmann, Leopold, Sumfleth, & Leutner, 2010; Van Meter, 2001).”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Van Meter (2001) found that drawing was most helpful in learning from science texts when students were prompted with guidance questions whilst creating diagrams.”
The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis (2005, methodology): “…that support acts to do three things: (1) constrain the construction of drawings (e.g., Lesgold et al., 1975); (2) check the accuracy of constructed drawings (e.g., Van Meter, 2001); (3) and/or direct learners’ attention to key elements and their relationships in the text (Alesandrini, 1981).”
Eight Ways to Promote Generative Learning (2016, background): “…which elements to include in the drawing Alesandrini (1981), when they get support by receiving partially drawn illustrations Schwamborn et al. (2010), or when they are asked subsequently to compare their selfgenerated drawings with author-provided drawings (Van Meter 2001; Van Meter et al. 2006).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, unknown): “…Tytler, Prain, & Peterson, 2007; Waldrip, Prain, & Carolan, 2010), assessment opportunities (e.g. Acher & Arcà, 2010; Best, Dockrell, Braisby, 2010; Pappas & Varelas, 2009), and learning effects (e.g. Adadan, Irving, & Trundle, 2009; Van Meter, 2001; Van Meter, Aleksic, Schwartz, & Garner, 2006).”
Metacognition and Self-Regulated Learning Constructs (2004, methodology): “Some work has addressed the instruction of learner strategies generally and specifically (e.g., Butler, 1995, 1998; Schunk & Zimmerman, 1995; Zimmerman, 1995a), other work has addressed either descriptive studies of students’ use of learning strategies or the relationship between strategies and achi”