ERIC Number: EJ1290429
Record Type: Journal
Publication Date: 2021
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
Fostering Knowledge Building in Learning by Teaching: A Test of the Drawing-Facilitates-Explaining Hypothesis
Applied Cognitive Psychology, v35 n2 p548-558 Mar-Apr 2021
Learning by teaching can be effective, yet many students fail to engage in knowledge building, in which they actively generate inferences and connect the material to their existing knowledge. Recent research suggests creating drawings while orally explaining to others fosters knowledge building and long-term learning; however, the mechanisms underlying this effect--generation, visualization, or both--remain unclear. In the present study, college students will learn about the human respiratory system and then explain what they learned on video to a fictitious peer. Following a 2 × 2 between-subjects design, students will either generate their own words or visuals on a whiteboard while explaining aloud, or they will view instructor-provided words or visuals while explaining aloud. We expect access to visuals (generated or provided) will foster knowledge building and learning outcomes better than access to words. We will also test competing hypotheses regarding potential unique benefits of explaining instructor-provided versus learner-generated visuals.
Descriptors: Teaching Methods, Freehand Drawing, Instructional Effectiveness, College Students, Outcomes of Education, Oral Language, Learning Strategies, Retention (Psychology)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A