Generative Learning Strategies Research Articles

Effectiveness of Two Generative Learning Strategies in the Science Classroom

The purpose of this study was to assess the effectiveness of two generative learning strategies, concept mapping and laboratory experiments involving object manipulation, to determine if either one is more‐effective with individual learners or learning groups in a science classroom. Eighty sixth‐grade science‐students were randomly assigned to group or individual conditions and to one of two experimental treatments. Experimental treatments were changed between a first and second posttest. Long‐term retention was evaluated with a third, delayed posttest. Students starting with concept maps showed higher achievement on the delayed posttest than students beginning with the laboratory experiment. No difference was found between students working as individuals or in groups, but a significant interaction between generative learning strategy and grouping condition was revealed. Implications for sequencing generative learning strategies are discussed.

Generating Summaries and Analogies Alone and in Pairs

This research attempted to replicate and extend results from a previous study examining the effects on achievement of generating summaries or analogies while reading a lengthy text. A total of 111 undergraduate students were randomly assigned to paired or individual conditions and to a control group or one of two experimental treatments: summaries or analogies. Post-test achievement was higher for students who generated summaries than for students who generated analogies. Furthermore, students scored significantly higher working alone than in pairs. Implications for using generative learning strategies and small group learning methods are discussed.

Un modèle d'enseignement génératif de la photosynthèse

A generative learning strategy about photosynthesis , Miles Barker, Malcolm Carr Three strategies for teaching and learning about photosynthesis are described and criticized on the grounds that none of them promotes understanding of photosynthesis as a carbohydrate-producing process in a way which can be related to students’prior knowledge. A new strategy exploring the material aspects of photosynthesis (carbohydrate production) based on the generative learning model of Osborne and Wittrock (1985) has been developed. A teaching package entitled “Where Does The Wood Come From ?" has been trialled with a class of 26 fouth formers (14-year-olds). Seventy-one per cent of the students acquired a view of photosynthesis as a carbohydrate-producing process. Some novel techniques for implementing constructivist theory in the classroom (investigations, surveys, a self-teach booklet, check-points) are described. Modifications to the generative learning model itself, especially its apparently sequential nature, are suggested.

Teaching and learning about photosynthesis. Part 2: A generative learning strategy

A new strategy exploring the material aspects of photosynthesis (carbohydrate production) based on the generative learning model of Osborne and Wittrock (1985) has been developed. A teaching package entitled ‘Where Does The Wood Come From?’ has been trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14‐year‐olds). Seventy‐one per cent of the students acquired a view of photosynthesis as a carbohydrate‐producing process. This contrasts with the usual guided discovery strategy, where a food‐making view is the major outcome. Some novel techniques for implementing constructivist theory in the classroom (investigations, surveys, a self‐teach booklet, checkpoints) are described. Modifications to the generative learning model itself, especially its apparently sequential nature, are suggested.

Photosynthesis—can our pupils see the wood for the trees?

The usual classroom guided discovery approach to teaching and learning about photosynthesis frequently fails in its major objective, that is assisting pupils to understand photosynthesis as a carbohydrate-producing process. Many pupils are distracted by other unclarified teacher objectives (e.g. photosynthesis as foodmaking) and by problems with experimental procedures. A novel constructivistic approach, the generative learning strategy, is described. This approach encourages pupils to surface and discuss their out-of-school ideas about plant breathing, drinking, wood production, soil, minerals, leaves etc., and assists them to link appropriate ideas together to form an introductory explanation for the origin of plant materials. Classroom trials with a package entitled Where does the wood come from? are encouraging.

Note-taking fosters generative learning strategies in novices.

Subjects were instructed to take notes or not take notes while watching a videotaped lecture on cameras. The results replicated previous Attribute×Treatment interactions observed for different materials and supported the generative hypothesis (Peper & Mayer, 1978, 1986)

Note-taking fosters generative learning strategies in novices.

Note-taking fosters generative learning strategies in novices.

The Effects of Retelling Upon Reading Comprehension and Recall of Text Information

AbstractThis study investigated the effects of retelling (free recall) upon the comprehension and recall of text information for 93 fourth-grade students. Subjects were assigned randomly to one of two generative learning strategy treatment conditions: retelling or illustrating. Subjects participated in four training sessions and one test session. For each of the four training sessions subjects silently read a passage and then, according to treatment condition, either retold the important parts of the passage or illustrated the important parts of the passage. For the test passage all subjects silently read the passage, and then rendered a free recall. Two days later all subjects rendered a delayed free recall and answered 10 literal and 10 inferential questions about the test passage. Statistically significant differences were found on all measures of reading comprehension and recall (immediate free recall, two-day delayed free recall, and responses to literal and inferential questions) in favor of the sub...