In this study, 9th-grade students (N ϭ 196) with a mean age of 14.7 years read a scientific text explaining the chemical process of doing laundry with soap and water and then took 3 tests. Students who were instructed to generate drawings during learning scored higher than students who only read on subsequent tests of transfer (d ϭ 0.91), retention (d ϭ 0.87), and drawing (d ϭ 2.00). For students who were instructed to generate drawings during learning, those who generated high-accuracy drawings (according to a median split) scored higher than students who generated low-accuracy drawings on subsequent tests of transfer (d ϭ 0.99), retention (d ϭ 0.79), and drawing (d ϭ 1.87); furthermore, drawing-accuracy scores during learning correlated with learning-outcome scores on transfer (r ϭ .57), retention (r ϭ .50), and drawing (r ϭ .82). Results suggest that drawing can serve as a generative activity and as a prognostic activity.
a b s t r a c tThe purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategiesdmain idea selection (Exp. 1) and summarization (Exp. 2)dand to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 Â 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization strategy instructions (yes vs. no) as experimental factors. The main dependent variable was science text comprehension, measured by a multiple-select test and a transfer test. Participants were 90 (Exp. 1) and 71 (Exp. 2) students (grade 10). The results of both experiments showed positive effects of the drawing strategy instructions and negative effects of the text-focused strategy instructions without interactions. These results are consistent with the mental model approach to comprehension, showing advantages of drawing activity in fostering science text comprehension.
If Neusilin(®) is used as carrier and coating material instead of Avicel(®) (carrier material) and Aerosil(®) (coating material), the TA adsorption capacity is increased by a factor of 7.
In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive selfregulation training with a specific focus on the quality of cognitive strategy application. After the training, students applied the learning strategies as they studied scientific texts. Across experiments, the results indicated that the self-regulation component of the training helped the students to overcome the lack of efficacy of the cognitive strategy only training when it was not effective by itself: The highlightingonly group was outperformed by the control group (d = −1.25), but the combined highlighting-plus-self-regulation training reduced this negative effect (d = −0.21). The mapping-only group performed as well as the control group (d = −0.12), but the combined mapping-plus-self-regulation group outperformed the control group (d = 0.76). The visualizing-only group outperformed the control group (d = 0.72) as did the combined visualizing-plus-self-regulation group (d = 0.78). Results suggest that cognitive learning strategies differ in their potential to induce deep versus surface processing of text contents. In addition, the metacognitive self-regulation component of the training enhanced students' performance when the cognitive strategy training was not effective by itself. Improving students' science text comprehension through metac...
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