Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (6): 830-838.doi: 10.16187/j.cnki.issn1001-4918.2022.06.09

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

ZHANG Yang, ZHANG Wanying, WANG Yanqing, ZHAO Tingting, WANG Fuxing   

  1. School of Psychology, Central China Normal University, Wuhan 430079
  • Published:2022-11-29

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Abstract: 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.

Key words: learner-generated drawing, cooperative learning, scientific knowledge, reading, high school students

CLC Number: 

  • G442
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