The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

By Peggy N. Van Meter, Joanna K. Garner. 2005

422 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Mechanical Engineering

View Paper: https://www.semanticscholar.org/paper/6345d979a03e48f397901ef30c9667891772931f

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In Experimental and Cognitive Psychology

In Mechanical Engineering

Citations in the corpus

Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter (2009, background): “…are viewed as a valuable tool both for students in terms of offering a means to reflect on scientific concepts and to visually encode them and for teachers in terms of monitoring students’ mental models of science concepts (Edens & Potter, 2003; Van Meter & Garner, 2005; Van Meter et al., 2006).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, methodology): “Student-generated labelled drawings can enhance observation, facilitate discussion, and encourage writing (Van Meter & Garner, 2005), suggesting that they are a useful tool for metacognition and a means of assessing students’ mental models or visualisations (Adadan, Irving, & Trundle, 2009).”
Teaching and Learning About Whole Numbers in Primary School (2016, result): “12 Teaching and Learning About Whole Numbers in Primary School In this process, number meaning is often lost, and errors such as those described by Brown and VanLehn (1982) are not necessarily recognized by the person doing the calculation.”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “Email: v.prain@latrobe.edu.au ISSN 0950-0693 (print)/ISSN 1464-5289 (online)/12/172751–23 # 2012 Taylor & Francis http://dx.doi.org/10.1080/09500693.2011.626462 research on learning through drawing in science (Ainsworth, Musgrove, & Galpin, 2007; Ainsworth, Prain, & Tytler, 2011; Van Meter & Garner,”
Eight Ways to Promote Generative Learning (2016, background): “In learning by drawing, learners create a drawing—either by hand or using computer tools—to depict the content of a lesson (Leutner and Schmeck 2014; Van Meter and Garner 2005; Van Meter 2013).”
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “For example, mass might be represented as a simple numerical display as it does not change as the simulation runs, whereas velocity might be represented in a dynamic graph or a table because these representations are time-persistent (Ainsworth & Van Labeke, 2004) and so show how velocity has changed”
Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer (2013, background): “A.S. Stull, R.E. Mayer Learning by doing versus learning by viewing: three experimental comparisons of learner-generated versus author-provided graphic organizers Journal of Educational Psychology, 99 (2007), pp. 808-820 CrossRef View Record in Scopus Google Scholar B.M. Taylor, R.W. Beach The effec”