Examining the Influence of Expertise on the Effectiveness of Diagramming and Summarizing When Studying Scientific Materials.pdf (573.05 kB)

Examining the influence of expertise on the effectiveness of diagramming and summarising when studying scientific materials

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journal contribution
posted on 31.03.2020 by Ouhao Chen, Emmanuel Manalo, Yan She
A 2 (learning strategies: diagram vs. summary) × 2 (levels of expertise: low vs. high) experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded (in diagrams or summaries) was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load.

Funding

The second author’s contribution to this research was supported by a grant-in-aid [grant number 15H01976] received from the Japan Society for the Promotion of Science.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Studies

Volume

45

Issue

1

Pages

57 - 71

Publisher

Informa UK Limited, trading as Taylor & Francis Group

Version

AM (Accepted Manuscript)

Rights holder

© Informa UK Limited, trading as Taylor & Francis Group

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Studies on 17 October 2017, available online: http://www.tandfonline.com/10.1080/03055698.2017.1390444.

Acceptance date

16/09/2017

Publication date

2017-10-17

Copyright date

2017

ISSN

0305-5698

eISSN

1465-3400

Language

en

Depositor

Dr Ouhao Chen. Deposit date: 31 March 2020

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