Effect of student-generated diagrams versus student generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics
J. D. Goberts, J. J. Clement 1999 Journal of Research in Science Teaching v36 n1 p39-53

This paper compares learning between students reading an article on Plate Tectonics, reading the article and writing summaries while reading, and reading the article and drawing diagrams while reading. Student summaries show better comprehension of both the descriptive and causal aspects of plate tectonics than student diagrams. However, students who draw diagrams while reading out perform all other students on a post-test designed to test both descriptive and causal understanding

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Subject: Education
Resource Type: Pedagogic Resources:Research Results, Journal Article
Research on Learning: Ways Of Learning, Cognitive Domain