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Does using a learner-generated draw
Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students’
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
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Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students’
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
Being translated, please wait..
Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students’
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48;
Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two
learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learnergenerated
drawing group), scored higher than students who only read (control group) on a multiplechoice
comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the
learner-generated drawing group scored significantly higher than the control group on both a multiplechoice
comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received authorgenerated
pictures in addition to drawing or author-generated pictures only did not. Additionally, the
drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and
drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence
for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits
of the learner-generated drawing strategy.
Being translated, please wait..
ไม่ใช้เรียนสร้างรูปวาดกลยุทธ์ ( เช่น วาดภาพในการอ่าน ) อุปถัมภ์นักเรียนเข้าเรียนระหว่างการอ่าน
หมั้น ? ในทั้งสองการทดลอง นักเรียนเกรด 8 ( EXP 1 : N = 48 ;
. n = 2 : 164 ) อ่านข้อความที่อธิบายกระบวนการทางวิทยาศาสตร์ชีวภาพของไข้หวัดใหญ่แล้วเอาสอง
เรียนการทดสอบผล ในการทดลองที่ 1นักเรียนที่ถูกขอให้วาดรูประหว่างการอ่าน ( learnergenerated
รูปวาดกลุ่ม ) คะแนนสูงกว่านักเรียนที่อ่านอย่างเดียว ( กลุ่มควบคุม ) ในแบบทดสอบวัดความเข้าใจใน multiplechoice
( D = 0.85 ) และแบบทดสอบ ( D = 1.15 ) ในการทดลองที่ 2 นักเรียนใน
เรียนสร้างแบบกลุ่มได้คะแนนสูงกว่า กลุ่มควบคุมทั้งใน multiplechoice
ทดสอบความเข้าใจ ( D = 0.52 ) และแบบทดสอบ ( D = 1.89 ) แต่นักศึกษาที่ได้รับ authorgenerated
ภาพนอกจากการวาดภาพหรือเขียนขึ้นเฉพาะรูปภาพไม่ได้ นอกจากนี้ ,
รูปวาดคะแนนความถูกต้องระหว่างการอ่านมีความสัมพันธ์กับคะแนนแบบทดสอบความเข้าใจ ( r = . 623 , r = . 474 ) และ
รูปวาดคะแนน ( r = . 620 , r = . 615 ) ในแต่ละกลุ่มตามลำดับผลลัพธ์เหล่านี้มีหลักฐานเพิ่มเติมสำหรับผล
รูปวาดและภาพวาดเข้าผลการทำนาย เพื่อยืนยันประโยชน์ของผู้เรียนสร้างรูปวาด
กลยุทธ์
หมั้น ? ในทั้งสองการทดลอง นักเรียนเกรด 8 ( EXP 1 : N = 48 ;
. n = 2 : 164 ) อ่านข้อความที่อธิบายกระบวนการทางวิทยาศาสตร์ชีวภาพของไข้หวัดใหญ่แล้วเอาสอง
เรียนการทดสอบผล ในการทดลองที่ 1นักเรียนที่ถูกขอให้วาดรูประหว่างการอ่าน ( learnergenerated
รูปวาดกลุ่ม ) คะแนนสูงกว่านักเรียนที่อ่านอย่างเดียว ( กลุ่มควบคุม ) ในแบบทดสอบวัดความเข้าใจใน multiplechoice
( D = 0.85 ) และแบบทดสอบ ( D = 1.15 ) ในการทดลองที่ 2 นักเรียนใน
เรียนสร้างแบบกลุ่มได้คะแนนสูงกว่า กลุ่มควบคุมทั้งใน multiplechoice
ทดสอบความเข้าใจ ( D = 0.52 ) และแบบทดสอบ ( D = 1.89 ) แต่นักศึกษาที่ได้รับ authorgenerated
ภาพนอกจากการวาดภาพหรือเขียนขึ้นเฉพาะรูปภาพไม่ได้ นอกจากนี้ ,
รูปวาดคะแนนความถูกต้องระหว่างการอ่านมีความสัมพันธ์กับคะแนนแบบทดสอบความเข้าใจ ( r = . 623 , r = . 474 ) และ
รูปวาดคะแนน ( r = . 620 , r = . 615 ) ในแต่ละกลุ่มตามลำดับผลลัพธ์เหล่านี้มีหลักฐานเพิ่มเติมสำหรับผล
รูปวาดและภาพวาดเข้าผลการทำนาย เพื่อยืนยันประโยชน์ของผู้เรียนสร้างรูปวาด
กลยุทธ์
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- Xác định đối tượng nhận tinMỹ phẩm dành
- มันไม่ง่ายและต้องใช้ระยะเวลาที่ยาวนาน
- ซึ่งกระจับนี้ หากินได้ยากในกรุงเทพ
- RESULTSClinical effectiveness. Table III
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- import permit.
- หาซื้อยาก
- we compare the two methods described abo
- มันไม่ง่ายและต้องใช้ระยะเวลาที่ยาวนาน
- จัดให้
- hard to find
- Do you have it on your off
- ซึ่งหลายๆคน อาจไม่รู้จัก หรือบางคนอาจไม่
- we can go a long way without relax
- จัดไป
- we can relax and eat at anywhere
- ไม่เคยกิน
- Write the dialogue between you, as touri
- ซึ่ง
- somewhere
- bestfriend
- methodology
- companies redily voice their agreement
- Simply clip the Pulse Sensor to your ear
