| Learner-generated drawing refers to a goal-based learning strategy in which the learner draws a picture that reflects the important points of each piece of text by using visualization methods to express the relationship between important points in the text.In recent years,more and more researchers have found that learner-generated drawing can effectively improve the learning effect of science.Therefore,learner-generated drawing has been paid more and more attention by educators,and has been widely used in the daily teaching field,especially in the field of science.In China,high school biology curriculum is one of the important subjects in the field of science,involving many scientific concepts,abstract theorems and complex scientific phenomena.At present,there is a lack of research on learner-generated drawing in high school biology learning.In addition,researchers have found that visualization and generation are both influential factors for learners to generate drawings,but which one is the main contributing factor is still controversial.Accordingly,this study applies learner-generated drawing to biology teaching in high school,and investigates its effects on the learning outcome performance of high school biology and the underlying mechanism.This sudy aims to provide suggestions and countermeasures for biology teaching in high school.In this study,2 visualization(with/without)×2 generation(with/without)between-subjects design was adopted,with visualization and generation as independent variables,and post-test scores(retention test scores,transfer test scores and drawing test scores)as dependent variables.The subjects are 120 freshmen from Weiyu High School.The subjects were divided into a drawing group(with visualization and generation),an illustration group(with visualization and without generation),a summary group(without visualization and with generation),and a plain text group(without visualization and generation)according to whether the learning process was visualization and generation.Four groups of students were instructed to learn a passage about the process of bacteriophage infection and to participate in two post-tests,the first was an immediate test after the study,and the second was a delayed test one week later.The results of this study showed that:(1)There was no significant difference in retention test scores between the drawing group and the other three groups,indicating that learner-generated drawing did not significantly promote the memorization effectof learning materials.(2)The drawing group performs better than the other three groups in both the transfer test and the drawing test,indicating that the learner-generated drawing improves the learner's understanding of learning materials and the ability to transfer.It also indicates that the combination of visualization and generation together promotes the learner-generated drawing.(3)In the delayed test,both the transfer test and the drawing test scores of the drawing group were better than the other three groups,indicating that the drawing generation of the learners is conducive to the long-term maintenance of knowledge.(4)Drawing quality is positively correlated with learning effect and the correlation is greater in transfer test and drawing test.(5)Drawing quality significantly positively predicted the score of transfer test and drawing test,indicating that students with higher drawing quality generated in the learning process had better performance in the test evaluating knowledge understanding and transfer ability.This study puts forward the following suggestions for biology teaching in high schools: firstly,combine learner-generated drawing with classroom teaching flexibly;secondly,use multiple evaluation systems to test learning effects;thirdly,use the expected difficulty effect to improve the learning effect;fourth,pay attention to students' drawing quality actively;fifth,strive to improve students' drawing skills;finally,cultivate the students' skills of text conversion. |
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