Effect of retrieval practice and drawing on high school students’ conceptual understanding of the carbon cycle

Mengyu Wang, Ming Yang, William C. Kyle
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Abstract

Abstract Both learner-generated drawing and retrieval practice methods are effective to enhance science learning. To compare the impact of combining different drawing methods (representational drawing vs. abstract drawing) with retrieval practice on the carbon cycle learning, 136 Chinese high school students enrolled in a geography course were assigned randomly to six learning conditions: students built their mental models of the carbon cycle by either generating sketches with or without access to the text learning material introducing the carbon cycle (i.e., generative sketching vs. retrieval sketching), or by creating concept maps with or without access to the learning material (i.e., generative concept mapping vs. retrieval concept mapping), or students just freely recalled on what they have learned from the learning material by paragraphing (i.e., retrieval practice), or restudied the learning material with note-taking (i.e., restudy). Students’ learning outcomes were assessed by immediate and one-week delayed tests. Results revealed that no difference was found between the six conditions on the immediate test, whereas students in the retrieval practice condition with paragraphing significantly outperformed those who did not practice retrieval on the one-week delayed test. However, there was no difference between the two drawing conditions regardless of whether they were adopted with or without retrieval practice. Furthermore, the same pattern was found on the factual knowledge questions in both tests, but no main effect of condition was found on both the immediate and the delayed tests for the application questions. We conclude that retrieval-based drawing could be adopted for climate change education at the high school level.
检索练习和绘图对高中生碳循环概念理解的影响
摘要:学习者生成的绘图和检索练习方法都是促进科学学习的有效方法。为了比较不同绘画方法(具象绘画与抽象绘画)结合检索练习对碳循环学习的影响,我们将136名中国高中地理学生随机分配到六种学习条件下:学生建立碳循环心智模型的方式,可以是在有或没有接触介绍碳循环的文本学习材料的情况下生成草图(即生成草图vs.检索草图),也可以是在有或没有接触学习材料的情况下创建概念图(即生成概念图vs.检索概念图),或者学生只是通过分段的方式自由回忆他们从学习材料中学到的东西(即检索练习)。或者通过记笔记来重新学习学习材料(即重新学习)。学生的学习成果通过即时测试和一周后测试进行评估。结果显示,在即时测试中,六种条件之间没有发现差异,而在一周延迟测试中,在分段检索练习条件下的学生表现明显优于没有进行检索练习的学生。然而,无论是否采用检索练习,两种绘制条件都没有差异。此外,在两种测试的事实性知识题上均发现了相同的模式,但在应用题的即时和延迟测试中都没有发现条件的主要影响。结果表明,在高中阶段的气候变化教育中,可采用基于检索的绘图方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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