以學習者生成性繪圖為科學學習策略之探究

Abstract

The present study examined the use of drawing as a generative learning strategy for college students in understanding science text. Four drawing treatment conditions were used to test the hypotheses about what kind of supports have to be accompanied with the drawing strategy (LGD) during the constructive learning process? Ninety-six non-biology major college students were recruited and asked to read paragraphs about the human circulatory system. In pure LGD group (group D, N=23) participants were asked to construct drawings after reading the text; whereas in group DI (N=22) participants drew and were provided with illustration feedback. Participants in group DIP (N=21) received not only illustration feedback but also prompting questions while those in Group DIPE (N=23) were taught thoroughly about how to select main ideas from the text for organizing and integrating by drawing and provide with illustration feedback and prompting questions. Dependent measures included post-factual knowledge test, post-mental model and post-transfer test. The results showed that the participants in the group DIPE constructed the most accurate drawings and also scored significantly higher in every posttest than the group DI did while other groups D and DIP performed in between. Treatment, motivation and pre-mental model were predictive to the accuracy of drawing during treatment. Several typical drawings in four groups were selected for further qualitative descriptions. Implications for effective use of drawing in reading science texts were discussed.

The present study examined the use of drawing as a generative learning strategy for college students in understanding science text. Four drawing treatment conditions were used to test the hypotheses about what kind of supports have to be accompanied with the drawing strategy (LGD) during the constructive learning process? Ninety-six non-biology major college students were recruited and asked to read paragraphs about the human circulatory system. In pure LGD group (group D, N=23) participants were asked to construct drawings after reading the text; whereas in group DI (N=22) participants drew and were provided with illustration feedback. Participants in group DIP (N=21) received not only illustration feedback but also prompting questions while those in Group DIPE (N=23) were taught thoroughly about how to select main ideas from the text for organizing and integrating by drawing and provide with illustration feedback and prompting questions. Dependent measures included post-factual knowledge test, post-mental model and post-transfer test. The results showed that the participants in the group DIPE constructed the most accurate drawings and also scored significantly higher in every posttest than the group DI did while other groups D and DIP performed in between. Treatment, motivation and pre-mental model were predictive to the accuracy of drawing during treatment. Several typical drawings in four groups were selected for further qualitative descriptions. Implications for effective use of drawing in reading science texts were discussed.