Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning

Ponce H.R.; Mayer R.E.; Loyola M.S.; López M.J.

Abstract

Fourth graders were asked to read a text and either to fill in a compare-and-contrast graphic organizer, answer a set of structured questions, take notes, or simply read the text. Both the graphic organizer and questioning groups outperformed the read-only group on a comprehension test (d = 1.24 and 1.22, respectively) and a memory test (d = 0.54 and 0.53, respectively). No significant differences were found between the notetaking and read-only groups on the comprehension test (d = 0.30) or the memory test (d = 0.20). Results showed more integrative eye movements between paragraphs for the graphic organizer (d = 1.53) and the questioning groups (d = 1.90) than the read-only group, but not for the notetaking group (d = -0.06). On all three measures, the graphic organizer group and the questioning group exhibited a generative learning strategy, whereas the notetaking and read-only groups exhibited a linear learning strategy.

Más información

Título según WOS: Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning
Título según SCOPUS: Study Activities That Foster Generative Learning: Notetaking, Graphic Organizer, and Questioning
Título de la Revista: JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
Volumen: 58
Número: 2
Editorial: SAGE PUBLICATIONS INC
Fecha de publicación: 2020
Página de inicio: 275
Página final: 296
Idioma: English
DOI:

10.1177/0735633119865554

Notas: ISI, SCOPUS