메뉴 건너뛰기




Volumn 22, Issue 1, 2012, Pages 16-26

Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

Author keywords

Drawing activity; Learning strategies; Summarization; Text comprehension; Visualization

Indexed keywords


EID: 82455162424     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.05.005     Document Type: Article
Times cited : (145)

References (49)
  • 1
    • 0005371942 scopus 로고
    • Pictorial-verbal and analytic-holistic learning strategies in science learning
    • Alesandrini K.L. Pictorial-verbal and analytic-holistic learning strategies in science learning. Journal of Educational Psychology 1981, 73:358-368. 10.1037/0022-0663.73.3.358.
    • (1981) Journal of Educational Psychology , vol.73 , pp. 358-368
    • Alesandrini, K.L.1
  • 2
    • 0023020183 scopus 로고
    • The moderator-mediator variable distinction in social psychological research: conceptual, strategic and statistical considerations
    • Baron R.M., Kenny D.A. The moderator-mediator variable distinction in social psychological research: conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology 1986, 51:1173-1182. 10.1037/0022-3514.51.6.1173.
    • (1986) Journal of Personality and Social Psychology , vol.51 , pp. 1173-1182
    • Baron, R.M.1    Kenny, D.A.2
  • 3
    • 0011647423 scopus 로고
    • Influence of spatial organization in prose learning
    • Dean R.S., Kulhavy R.W. Influence of spatial organization in prose learning. Journal of Educational Psychology 1981, 73:57-64. 10.1037/0022-0663.73.1.57.
    • (1981) Journal of Educational Psychology , vol.73 , pp. 57-64
    • Dean, R.S.1    Kulhavy, R.W.2
  • 4
    • 36849036860 scopus 로고    scopus 로고
    • Assessing the symbolic distance effect in mental images constructed from verbal descriptions: a study of individual differences in the mental comparison of distances
    • Denis M. Assessing the symbolic distance effect in mental images constructed from verbal descriptions: a study of individual differences in the mental comparison of distances. Acta Psychologica 2008, 127:197-210. 10.1016/j.actpsy.2007.05.006.
    • (2008) Acta Psychologica , vol.127 , pp. 197-210
    • Denis, M.1
  • 6
    • 84948179033 scopus 로고
    • The effect of variations in text summarization opportunities on test performance
    • Foos P.W. The effect of variations in text summarization opportunities on test performance. Journal of Experimental Education 1995, 63:89-95. 10.1080/00220973.1995.9943814.
    • (1995) Journal of Experimental Education , vol.63 , pp. 89-95
    • Foos, P.W.1
  • 8
    • 0002512489 scopus 로고
    • Mental models contribute to foregrounding during text comprehension
    • Glenberg A.M., Meyer M., Lindem K. Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language 1987, 26:69-83. 10.1016/0749-596X(87)90063-5.
    • (1987) Journal of Memory and Language , vol.26 , pp. 69-83
    • Glenberg, A.M.1    Meyer, M.2    Lindem, K.3
  • 10
    • 0028474022 scopus 로고
    • Constructing inferences during narrative text comprehension
    • Graesser A.C., Singer M., Trabasso T. Constructing inferences during narrative text comprehension. Psychological Review 1994, 101:371-395. 10.1037/0033-295X.101.3.371.
    • (1994) Psychological Review , vol.101 , pp. 371-395
    • Graesser, A.C.1    Singer, M.2    Trabasso, T.3
  • 11
    • 77956441410 scopus 로고    scopus 로고
    • Spatial ability: its influence on learning with visualizations - a meta-analytic review
    • Höffler T.N. Spatial ability: its influence on learning with visualizations - a meta-analytic review. Educational Psychology Review 2010, 22:245-269. 10.1007/s10648-010-9126-7.
    • (2010) Educational Psychology Review , vol.22 , pp. 245-269
    • Höffler, T.N.1
  • 12
    • 0031327821 scopus 로고    scopus 로고
    • Can student-generated illustrations be worth ten thousand words?
    • Hall V.C., Bailey J., Tillman C. Can student-generated illustrations be worth ten thousand words?. Journal of Educational Psychology 1997, 89:667-681. 10.1037/0022-0663.89.4.677.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 667-681
    • Hall, V.C.1    Bailey, J.2    Tillman, C.3
  • 15
    • 0034347495 scopus 로고    scopus 로고
    • Training reading comprehension in adequate decoders/poor comprehenders: verbal versus visual strategies
    • Johnson-Glenberg M.S. Training reading comprehension in adequate decoders/poor comprehenders: verbal versus visual strategies. Journal of Educational Psychology 2000, 92:772-782. 10.1037/0022-0663.92.4.772.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 772-782
    • Johnson-Glenberg, M.S.1
  • 16
    • 0004196618 scopus 로고
    • Harvard University Press, Cambridge, MA
    • Johnson-Laird P.N. Mental models 1983, Harvard University Press, Cambridge, MA.
    • (1983) Mental models
    • Johnson-Laird, P.N.1
  • 18
    • 79957827553 scopus 로고    scopus 로고
    • Summary street: Computer-guided summary writing
    • Erlbaum, Mahwah, NJ, T.K. Landauer, D.S. McNamara, S. Dennis, W. Kintsch (Eds.)
    • Kintsch E., Caccamise D., Franzke M., Johnson N., Dooley S. Summary street: Computer-guided summary writing. Handbook of latent semantic analysis 2007, 263-277. Erlbaum, Mahwah, NJ. T.K. Landauer, D.S. McNamara, S. Dennis, W. Kintsch (Eds.).
    • (2007) Handbook of latent semantic analysis , pp. 263-277
    • Kintsch, E.1    Caccamise, D.2    Franzke, M.3    Johnson, N.4    Dooley, S.5
  • 20
    • 0242592090 scopus 로고
    • Why a diagram is (sometimes) worth ten thousand words
    • Larkin J.H., Simon H.A. Why a diagram is (sometimes) worth ten thousand words. Cognitive Science 1987, 11:65-99.
    • (1987) Cognitive Science , vol.11 , pp. 65-99
    • Larkin, J.H.1    Simon, H.A.2
  • 24
    • 59049092098 scopus 로고    scopus 로고
    • Cognitive load and science text comprehension: effects of drawing and mentally imagining text content
    • Leutner D., Leopold C., Sumfleth E. Cognitive load and science text comprehension: effects of drawing and mentally imagining text content. Computers in Human Behavior 2009, 25:284-289. 10.1016/j.chb.2008.12.010.
    • (2009) Computers in Human Behavior , vol.25 , pp. 284-289
    • Leutner, D.1    Leopold, C.2    Sumfleth, E.3
  • 26
    • 84963295158 scopus 로고
    • Knowledge organization and text organization
    • Mannes S.M., Kintsch W. Knowledge organization and text organization. Cognition and Instruction 1987, 4:91-115. 10.1207/s1532690xci0402_2.
    • (1987) Cognition and Instruction , vol.4 , pp. 91-115
    • Mannes, S.M.1    Kintsch, W.2
  • 27
    • 0003049706 scopus 로고    scopus 로고
    • Approaches to learning
    • Scottish Academic Press, Edinburgh, F. Marton, D. Hounsell, N. Entwistle (Eds.)
    • Marton F., Säljö R. Approaches to learning. The experience of learning 1997, 39-58. Scottish Academic Press, Edinburgh. F. Marton, D. Hounsell, N. Entwistle (Eds.).
    • (1997) The experience of learning , pp. 39-58
    • Marton, F.1    Säljö, R.2
  • 28
    • 21444460205 scopus 로고    scopus 로고
    • Learning strategies for making sense out of expository text: the SOI model for guiding three cognitive processes in knowledge construction
    • Mayer R.E. Learning strategies for making sense out of expository text: the SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review 1996, 8:357-371. 10.1007/BF01463939.
    • (1996) Educational Psychology Review , vol.8 , pp. 357-371
    • Mayer, R.E.1
  • 29
    • 0003781450 scopus 로고    scopus 로고
    • Cambridge University Press, New York
    • Mayer R.E. Multimedia learning 2009, Cambridge University Press, New York. 2nd ed.
    • (2009) Multimedia learning
    • Mayer, R.E.1
  • 30
    • 0019502381 scopus 로고
    • Effects of shadowing on prose comprehension and problem solving
    • Mayer R.E., Cook L.B. Effects of shadowing on prose comprehension and problem solving. Memory and Cognition 1981, 8:101-109. 10.3758/BF03196955.
    • (1981) Memory and Cognition , vol.8 , pp. 101-109
    • Mayer, R.E.1    Cook, L.B.2
  • 31
    • 85145536489 scopus 로고    scopus 로고
    • The 4-pronged comprehension strategy framework
    • Erlbaum, New York, D.S. McNamara (Ed.)
    • McNamara D.S., Ozuru Y., Best R., O'Reilly T. The 4-pronged comprehension strategy framework. Reading comprehension strategies 2007, 465-496. Erlbaum, New York. D.S. McNamara (Ed.).
    • (2007) Reading comprehension strategies , pp. 465-496
    • McNamara, D.S.1    Ozuru, Y.2    Best, R.3    O'Reilly, T.4
  • 32
    • 60849127237 scopus 로고    scopus 로고
    • Prior knowledge, reading skill, and text cohesion in the comprehension of science texts
    • Ozuro Y., Dempsy K., McNamara D.S. Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction 2009, 19:228-242. 10.1016/j.learninstruc.2008.04.003.
    • (2009) Learning and Instruction , vol.19 , pp. 228-242
    • Ozuro, Y.1    Dempsy, K.2    McNamara, D.S.3
  • 34
    • 0001550660 scopus 로고
    • Propositional and situational representations of text
    • Perrig W., Kintsch W. Propositional and situational representations of text. Journal of Memory and Language 1985, 24:503-518. 10.1016/0749-596X(85)90042-7.
    • (1985) Journal of Memory and Language , vol.24 , pp. 503-518
    • Perrig, W.1    Kintsch, W.2
  • 35
    • 34548645073 scopus 로고    scopus 로고
    • Cognitive strategy instruction: from basic research to classroom instruction
    • Academic Press, San Diego, CA, P. Alexander, P. Winne (Eds.)
    • Pressley M., Harris K.R. Cognitive strategy instruction: from basic research to classroom instruction. Handbook of educational psychology 2006, 265-286. Academic Press, San Diego, CA. 2nd ed. P. Alexander, P. Winne (Eds.).
    • (2006) Handbook of educational psychology , pp. 265-286
    • Pressley, M.1    Harris, K.R.2
  • 36
    • 0030236869 scopus 로고    scopus 로고
    • Mental models and temporal reasoning
    • Schaeken W., Johnson-Laird P.N., d'Ydewalle G. Mental models and temporal reasoning. Cognition 1996, 60:205-234. 10.1016/0010-0277(96)00708-1.
    • (1996) Cognition , vol.60 , pp. 205-234
    • Schaeken, W.1    Johnson-Laird, P.N.2    d'Ydewalle, G.3
  • 37
    • 0009130846 scopus 로고
    • Three components of understanding a programmer's manual: verbatim, propositional, and situational representations
    • Schmalhofer F., Glavanov D. Three components of understanding a programmer's manual: verbatim, propositional, and situational representations. Journal of Memory and Language 1986, 25:279-294. 10.1016/0749-596X(86)90002-1.
    • (1986) Journal of Memory and Language , vol.25 , pp. 279-294
    • Schmalhofer, F.1    Glavanov, D.2
  • 38
    • 0037400254 scopus 로고    scopus 로고
    • Construction and interference in learning from multiple representations
    • Schnotz W., Bannert M. Construction and interference in learning from multiple representations. Learning and Instruction 2003, 13:141-156. 10.1016/S0959-4752(02)00017-8.
    • (2003) Learning and Instruction , vol.13 , pp. 141-156
    • Schnotz, W.1    Bannert, M.2
  • 40
    • 0039345589 scopus 로고
    • A comparison of pictorial and written adjunct aids in learning from text
    • Snowman J., Cunningham D.J. A comparison of pictorial and written adjunct aids in learning from text. Journal of Educational Psychology 1975, 67:307-311. 10.1037/h0076934.
    • (1975) Journal of Educational Psychology , vol.67 , pp. 307-311
    • Snowman, J.1    Cunningham, D.J.2
  • 41
    • 0035717687 scopus 로고    scopus 로고
    • The effects of readers' goals on inference generation and memory for texts
    • van den Broek P., Lorch R.F., Linderholm T., Gustafson M. The effects of readers' goals on inference generation and memory for texts. Memory and Cognition 2001, 29:1081-1087. 10.3758/BF03206376.
    • (2001) Memory and Cognition , vol.29 , pp. 1081-1087
    • van den Broek, P.1    Lorch, R.F.2    Linderholm, T.3    Gustafson, M.4
  • 43
    • 0035580498 scopus 로고    scopus 로고
    • Drawing construction as a strategy for learning from text
    • Van Meter P. Drawing construction as a strategy for learning from text. Journal of Educational Psychology 2001, 93:129-140. 10.1037/0022-0663.93.1.129.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 129-140
    • Van Meter, P.1
  • 44
    • 33645020599 scopus 로고    scopus 로고
    • Learner-generated drawing as a strategy for learning from content area text
    • Van Meter P., Aleksic M., Schwartz A., Garner J. Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology 2006, 31:142-166. 10.1016/j.cedpsych.2005.04.001.
    • (2006) Contemporary Educational Psychology , vol.31 , pp. 142-166
    • Van Meter, P.1    Aleksic, M.2    Schwartz, A.3    Garner, J.4
  • 45
    • 29844458202 scopus 로고    scopus 로고
    • The promise and practice of learner-generated drawing: literature review and synthesis
    • Van Meter P., Garner J. The promise and practice of learner-generated drawing: literature review and synthesis. Educational Psychology Review 2005, 17:285-325. 10.1007/s10648-005-8136-3.
    • (2005) Educational Psychology Review , vol.17 , pp. 285-325
    • Van Meter, P.1    Garner, J.2
  • 46
    • 0000359597 scopus 로고
    • The teaching of learning strategies
    • Macmillan, New York, M.C. Wittrock (Ed.)
    • Weinstein C.E., Mayer R.E. The teaching of learning strategies. Handbook of research on teaching 1986, 315-327. Macmillan, New York. M.C. Wittrock (Ed.).
    • (1986) Handbook of research on teaching , pp. 315-327
    • Weinstein, C.E.1    Mayer, R.E.2
  • 47
    • 0001982885 scopus 로고    scopus 로고
    • Studying as self-regulated learning
    • Erlbaum, Hillsdale, NJ, D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.)
    • Winne P.H., Hadwin A.F. Studying as self-regulated learning. Metacognition in educational theory and practice 1998, 277-306. Erlbaum, Hillsdale, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
    • (1998) Metacognition in educational theory and practice , pp. 277-306
    • Winne, P.H.1    Hadwin, A.F.2
  • 48
    • 0001758766 scopus 로고
    • Generation of summaries and analogies and analytic and holistic abilities
    • Wittrock M.C., Alesandrini K. Generation of summaries and analogies and analytic and holistic abilities. American Educational Research Journal 1990, 27:489-502. 10.3102/00028312027003489.
    • (1990) American Educational Research Journal , vol.27 , pp. 489-502
    • Wittrock, M.C.1    Alesandrini, K.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.