Relevant bibliographies by topics / Learner-generated drawing

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  1. Journal articles
  2. Dissertations / Theses

Academic literature on the topic 'Learner-generated drawing'

Author: Grafiati
Published: 1 June 2022

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Journal articles on the topic "Learner-generated drawing"

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Wang, Li-Chih, Hsien-Ming Yang, Hung-Ju Tasi, and Shih-Yi Chan. "Learner-generated drawing for phonological and orthographic dyslexic readers." Research in Developmental Disabilities 34, no. 1 (January 2013): 228–33. http://dx.doi.org/10.1016/j.ridd.2012.08.006.

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Amir, Mohammad Faizal. "Learner-generated drawings by students with mathematical learning difficulties in finishing open number sentences." Jurnal Elemen 8, no. 1 (January 6, 2022): 216–30. http://dx.doi.org/10.29408/jel.v8i1.4556.

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Although MLD students do not have good mathematical performance in completing addition and subtraction operations of integers, MLD students have suggestive ideas in the form of drawings produced in solving open number sentences questions. This study aims to classify the types and identify changes in the drawing produced by MLD students in solving open number sentences questions. This research method is qualitative with a micro generic study approach to understand students' thinking individually and explore drawing changes in solving open number sentences questions between sessions. The research subjects were 2 out of 20 MLD grade 5 elementary school students who produced the most varied drawings in solving open number sentences questions. Data collection techniques used are giving questions and interviews. The results showed that MLD students produced: discrete object drawings by focusing on the cardinality of the quantity of a number; transitions from objects to the number line by focusing on the magnitude of numbers; partitioning the number line using magnitude reasoning; number sentences; and others using verbal reasoning. Changes in the drawings produced by MLD students between sessions indicate the development of students' understanding towards a better direction in interpreting symbolic representations to visual representations. The results of this study contribute to the theory that although MLD students have low mathematical performance. However, MLD students can produce variations and changes in drawings with rich mathematical idea information representing integer operations.
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Van Meter, Peggy, Maja Aleksic, Ana Schwartz, and Joanna Garner. "Learner-generated drawing as a strategy for learning from content area text." Contemporary Educational Psychology 31, no. 2 (April 2006): 142–66. http://dx.doi.org/10.1016/j.cedpsych.2005.04.001.

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Van Meter, Peggy, and Joanna Garner. "The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis." Educational Psychology Review 17, no. 4 (December 2005): 285–325. http://dx.doi.org/10.1007/s10648-005-8136-3.

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Lin, Lijia, Chee Ha Lee, Slava Kalyuga, Ying Wang, Shuchen Guan, and Hao Wu. "The Effect of Learner-Generated Drawing and Imagination in Comprehending a Science Text." Journal of Experimental Education 85, no. 1 (March 9, 2016): 142–54. http://dx.doi.org/10.1080/00220973.2016.1143796.

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Schmidgall, Steffen P., Alexander Eitel, and Katharina Scheiter. "Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing." Learning and Instruction 60 (April 2019): 138–53. http://dx.doi.org/10.1016/j.learninstruc.2018.01.006.

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Schukajlow, Stanislaw, Judith Blomberg, Johanna Rellensmann, and Claudia Leopold. "Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance." Contemporary Educational Psychology 65 (April 2021): 101967. http://dx.doi.org/10.1016/j.cedpsych.2021.101967.

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Hutchison, Kirsten. "Homework through the Eyes of Children: What Does Visual Ethnography Invite Us to See?" European Educational Research Journal 10, no. 4 (January 1, 2011): 545–58. http://dx.doi.org/10.2304/eerj.2011.10.4.545.

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Whilst the notion of children's rights and an entitlement to express their views and participate as global citizens is threaded throughout the international policy field, children's perspectives on the near ubiquitous practice of homework, and its effects on their daily lives and learner subjectivities, remain under-researched. Drawing on the Bourdieuian concepts of practice, habitus, capital and field, this article develops a cross-cultural analysis of homework practices in Australia, Denmark and Britain to make visible the embodied habitus and agentic possibilities shaping the reproduction of educational advantage and disadvantage for variously located students. Using video data generated by children in primary schools, the article explores children's visual representations of their compliance and resistance to homework's regulatory functions. It demonstrates the affordances of visual ethnographic methods as a form of participatory research with children which foregrounds students' experiences and opinions and makes visible the inclusionary and exclusionary effects of homework on children in diverse socio-cultural settings.
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Sinner, Anita. "Affective Epiphanies." Art/Research International: A Transdisciplinary Journal 6, no. 2 (September 4, 2021): 301–15. http://dx.doi.org/10.18432/ari29610.

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This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.
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Gomery, Dianne L. "Laissez-faire localism: Features and emergent themes presented in a case study University Technical College." Management in Education 32, no. 3 (March 21, 2018): 119–25. http://dx.doi.org/10.1177/0892020617747610.

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Education policy reform in England, as enabled by successive governments, has supported the liberalization and supply of an increasing number and diverse range of provision with varying structures and governance models. As such, these reforms have generated a portfolio for parents to exercise school choice. This article explores the discourses surrounding the liberalization of education provision and its implications for technical education, by adopting Hodgson and Spours’ (2012) conceptualization of localism as a lens through which to empirically research one of the former government’s flagship technical institutions – the University Technical College (UTC). Drawing on a series of interviews, the study examines and analyses the concept of localism within the context of a UTC and identifies emergent themes. Importantly, the study’s findings challenge the assumption that institutions will, of their own volition, come together and put aside institutional self-interest for the greater good of the learner and the local and regional skills agenda. The study concludes with recommendations for further research to determine whether the tensions, competitive practices and competition identified at a single institution may be indicative of those experienced more widely across UTCs.
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Dissertations / Theses on the topic "Learner-generated drawing"

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Schmidgall, Steffen Patrick [Verfasser], and Katharina [Akademischer Betreuer] Schreiter. "Drawing to Learn : Investigating the Role of Contributing Factors and Instructional Support for Learner-Generated Drawing / Steffen Patrick Schmidgall ; Betreuer: Katharina Schreiter." Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1165578468/34.

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Schmidgall, Steffen [Verfasser], and Katharina [Akademischer Betreuer] Schreiter. "Drawing to Learn : Investigating the Role of Contributing Factors and Instructional Support for Learner-Generated Drawing / Steffen Patrick Schmidgall ; Betreuer: Katharina Schreiter." Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1165578468/34.

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Rochat, Julie. "Apprentissage de notions scientifiques par génération de schémas sur tablette numérique : études chez des élèves de collège en situation individuelle et collaborative." Thesis, Rennes 2, 2021. http://www.theses.fr/2021REN20033.

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Des études ont montré que la présence d'illustrations dans des documents multimédias n'amélioraient pas toujours l'apprentissage car elles peuvent faire l'objet d'un traitement superficiel. Demander aux apprenants de générer des schémas pourrait les engager dans un traitement plus actif du document. Toutefois, les effets de la génération de schémas apparaissent mitigés et dépendent du niveau de support fourni pendant l'activité. Pour mieux comprendre les conditions d'efficacité de cette activité sur l'apprentissage de collégiens, deux démarches complémentaires ont été adoptées. Dans un premier temps, une démarche de co-conception d'une application de génération de schémas sur tablette a été mise en place. La seconde démarche était basée sur une méthode expérimentale et avait pour objectif d'étudier les effets de la génération de schémas sur l'apprentissage de notions scientifiques chez des élèves de cinquième. Deux premières études ont testé les effets de la génération de schémas et de sa facilitation par des guidages (fournir aux élèves une illustration pendant l'activité générative ou mettre en saillance les éléments à générer). Les résultats n'ont pas mis en évidence d'effets bénéfiques de la génération de schémas sur l'apprentissage, qu'elle soit guidée ou non. La troisième étude visait à examiner les effets d'un travail collaboratif entre élèves lors de la génération de schémas, et montre qu'il n'a pas amélioré leur apprentissage par rapport à un travail individuel. Ces résultats suggèrent qu'il faut étudier d'autres types de supports de la génération de schémas pour améliorer l'apprentissage des élèves
Studies have shown that the presence of illustrations in multimedia documents does not always improve learning because they can be processed superficially. Learner-generated drawing could engage them in more active processing of the document. However, the effects of learner-generated drawing appear to be mixed and depend on the level of support provided during the activity. To better understand the effectiveness conditions of this activity on learning of secondary school students, two complementary approaches were adopted. The first approach was to co-design a learner-generated drawing application on tablet. The second approach was based on an experimental method and aimed to study the effects of learner-generated drawing on scientific concepts learning in fifth grade students. Two studies tested the effects of learner-generated drawing and of its facilitation through guidance (providing students with an illustration during the generative activity or highlighting the elements to be generated). They did not demonstrate any beneficial effects of the activity on learning, whether guided or not. The third study examined the effects of students working collaboratively in learner-generated drawing, and found that it did not improve their learning compared to working individually. These results suggest that other types of support for learner-generated drawing need to be investigated to obtain real benefits of this activity on students'learning
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Chin, Chia, and 秦嘉. "Learner-Generated Drawing as a science learning strategy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/92345995042353107211.

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碩士
國立交通大學
教育研究所
101
The present study examined the use of drawing as a generative learning strategy for college students in understanding science text. Four drawing treatment conditions were used to test the hypotheses about what kind of supports have to be accompanied with the drawing strategy (LGD) during the constructive learning process? Ninety-six non-biology major college students were recruited and asked to read paragraphs about the human circulatory system. In pure LGD group (group D, N=23) participants were asked to construct drawings after reading the text; whereas in group DI (N=22) participants drew and were provided with illustration feedback. Participants in group DIP (N=21) received not only illustration feedback but also prompting questions while those in Group DIPE (N=23) were taught thoroughly about how to select main ideas from the text for organizing and integrating by drawing and provide with illustration feedback and prompting questions. Dependent measures included post-factual knowledge test, post-mental model and post-transfer test. The results showed that the participants in the group DIPE constructed the most accurate drawings and also scored significantly higher in every posttest than the group DI did while other groups D and DIP performed in between. Treatment, motivation and pre-mental model were predictive to the accuracy of drawing during treatment. Several typical drawings in four groups were selected for further qualitative descriptions. Implications for effective use of drawing in reading science texts were discussed.
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Journal articles
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