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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
Language: English
Authors: Heike Russ (ORCID 0009-0004-0066-7267), Leonie Sibley (ORCID 0000-0003-2482-5528), Salome Flegr (ORCID 0000-0002-7049-9316), Jochen Kuhn (ORCID 0000-0002-6985-3218), Vincent Hoogerheide (ORCID 0000-0003-4176-0973), Katharina Scheiter (ORCID 0000-0002-9397-7544), Andreas Lachner (ORCID 0000-0001-5866-7164)
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
FullText Text:
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  Data: Combining Non-Interactive Teaching and Drawing Fosters Conceptual Knowledge but Not Monitoring Accuracy from Guided Inquiry in Science Learning
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  Data: <searchLink fieldCode="AR" term="%22Heike+Russ%22">Heike Russ</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0066-7267">0009-0004-0066-7267</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leonie+Sibley%22">Leonie Sibley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2482-5528">0000-0003-2482-5528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Salome+Flegr%22">Salome Flegr</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7049-9316">0000-0002-7049-9316</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jochen+Kuhn%22">Jochen Kuhn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6985-3218">0000-0002-6985-3218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vincent+Hoogerheide%22">Vincent Hoogerheide</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4176-0973">0000-0003-4176-0973</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Scheiter%22">Katharina Scheiter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9397-7544">0000-0002-9397-7544</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andreas+Lachner%22">Andreas Lachner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5866-7164">0000-0001-5866-7164</externalLink>)
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  Data: 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
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  Data: 23
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Optics%22">Optics</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1037/edu0000971
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: https://doi.org/10.17605/OSF.IO/DQX3A
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  Data: 2026
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  Data: EJ1507586
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507586
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        Value: 10.1037/edu0000971
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        StartPage: 345
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      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
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      – SubjectFull: Science Instruction
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Freehand Drawing
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