生成性绘图与合作对高中生科学知识学习的影响

生成性绘图是学习心理学中一种有效的学习策略,能够促进学习者对科学文本知识的表征和深层理解。目前关于学习者生成性绘图的研究主要集中在个体学习领域,很少有研究探讨合作学习中生成性绘图的作用。本研究将合作学习与学习者生成性绘图相结合,探讨生成性绘图和合作对高中生科学知识学习的影响。实验1采用单因素(绘图、阅读)被试间设计来验证生成性绘图对学习效果以及认知负荷等主观体验的影响;实验2采用2(合作、个体)×2(绘图、阅读)被试间设计来探讨合作与生成性绘图对学习效果和学习者主观体验的影响。研究表明,生成性绘图和合作都可以有效促进高中生科学知识的学习效果;生成性绘图能够降低学习者的内在认知负荷;合作能够降低学习者的内在和外在认知负荷,提高学习者的相关认知负荷和学习兴趣。

The Effects of Learner-generated Drawing and Cooperative Learning on Scientific Knowledge Learning of High School Students

Learner-generated drawing is an effective learning strategy that can promote learners’ comprehending of science texts. Most of the research about learner-generated drawing focused on individual learning settings, and few studies explored learner-generated drawing in collaborative settings. This study combines cooperative learning with learner-generated drawing to explore the impact of generative drawing and cooperation on high school students’ scientific knowledge learning. In Experiment 1, a single factor (drawing vs. reading) between-subjects design was employed to investigate whether learner-generated drawing can facilitate learning and the influence on subjective experience such as cognitive load and interest. In Experiment 2, a 2 (drawing vs. reading) × 2 (individual learning vs. collaborative learning) between-subjects design was employed to investigate the effects of generative drawing and cooperation on scientific knowledge learning of high school students. The results show that both learner-generated drawing and cooperation can effectively promote the learning effect of high school students. Learner-generated drawing can reduce learners’ internal cognitive load. In addition, cooperative learning can reduce learners’ internal cognitive load and external cognitive load, and improve learners’ relevant cognitive load and learning interest.