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