Combining Non-Interactive Teaching and Drawing Fosters Conceptual Knowledge but Not Monitoring Accuracy from Guided Inquiry in Science Learning
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| Title: | Combining Non-Interactive Teaching and Drawing Fosters Conceptual Knowledge but Not Monitoring Accuracy from Guided Inquiry in Science Learning |
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| Language: | English |
| Authors: | Heike Russ (ORCID |
| Source: | Journal of Educational Psychology. 2026 118(3):345-367. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Grade 8 |
| Descriptors: | Inquiry, Active Learning, Science Instruction, Physics, Secondary School Students, Peer Teaching, Freehand Drawing, Scientific Concepts, Knowledge Level, Metacognition, Foreign Countries, Grade 7, Grade 8, Optics, Outcomes of Education, Instructional Effectiveness |
| Geographic Terms: | Germany |
| DOI: | 10.1037/edu0000971 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | Although inquiry-based learning is a widespread instructional strategy in science education, students often tend to process the contents superficially, which can hamper learning. In this classroom experiment, we investigated whether the generative activity of non-interactive teaching, in which students verbally explain contents to a fictitious, nonpresent peer, can be enhanced by drawing to support students' meaningful learning from guided inquiry. The study was conducted in an authentic physics education context in schools with secondary students (N = 590), contrasting three generative conditions (teaching-only, teaching + provided visualization, teaching + drawing) to a restudy control condition. Their potential effects were examined on immediate and lasting conceptual knowledge and monitoring accuracy, defined as students' metacognitive ability to judge their own performance. Regarding performance on the immediate conceptual knowledge test, generative activities were more effective than restudy. Also, in line with our expectations, the combined visualization conditions (teaching + visualization, teaching + drawing) outperformed teaching-only; moreover, teaching + drawing was more effective than teaching + visualization. The latter finding could be traced back to the fact that creating an additional drawing increased students' task interest and the completeness of their verbal explanations. Regarding monitoring accuracy, no effects were found. Contrary to expectations, there were no significant differences among conditions on lasting (meta-)cognitive learning as assessed 8 weeks after the lesson. The results demonstrate that combining generative activities enhances meaningful inquiry learning and highlights the need to further enhance generative activities to aid lasting learning. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.17605/OSF.IO/DQX3A |
| Entry Date: | 2026 |
| Accession Number: | EJ1507586 |
| Database: | ERIC |
| Abstract: | Although inquiry-based learning is a widespread instructional strategy in science education, students often tend to process the contents superficially, which can hamper learning. In this classroom experiment, we investigated whether the generative activity of non-interactive teaching, in which students verbally explain contents to a fictitious, nonpresent peer, can be enhanced by drawing to support students' meaningful learning from guided inquiry. The study was conducted in an authentic physics education context in schools with secondary students (N = 590), contrasting three generative conditions (teaching-only, teaching + provided visualization, teaching + drawing) to a restudy control condition. Their potential effects were examined on immediate and lasting conceptual knowledge and monitoring accuracy, defined as students' metacognitive ability to judge their own performance. Regarding performance on the immediate conceptual knowledge test, generative activities were more effective than restudy. Also, in line with our expectations, the combined visualization conditions (teaching + visualization, teaching + drawing) outperformed teaching-only; moreover, teaching + drawing was more effective than teaching + visualization. The latter finding could be traced back to the fact that creating an additional drawing increased students' task interest and the completeness of their verbal explanations. Regarding monitoring accuracy, no effects were found. Contrary to expectations, there were no significant differences among conditions on lasting (meta-)cognitive learning as assessed 8 weeks after the lesson. The results demonstrate that combining generative activities enhances meaningful inquiry learning and highlights the need to further enhance generative activities to aid lasting learning. |
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| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0000971 |
