Sketching and verbal self-explanation: Do they help middle school children solve science problems?

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Author(s)Miller-Cotto, Dana
Author(s)Booth, Julie L.
Author(s)Newcombe, Nora S.
Date Accessioned2022-07-20T13:38:40Z
Date Available2022-07-20T13:38:40Z
Publication Date2022-06-27
DescriptionThis article was originally published in Applied Cognitive Psychology. The version of record is available at: https://doi.org/10.1002/acp.3980en_US
AbstractBoth sketching and self-explanation are widely believed to be effective for problem-solving in science learning. However, it is unclear which aspects of these strategies promote learning and how they might interact. Compared to a read-only baseline, we examined the impact of instructing 11-year-old students to solve science problems to sketch, self-explain, or both. Problems were either high spatial or low spatial. We coded elements and relations in their sketches and think-alouds. Self-explanation led to greater accuracy on problems, but only when used alone. Sketching had no effect, although showing more elements and relations in sketches was associated with higher accuracy and occurred more often for high spatial problems. Students may be more comfortable with self-explanation than with sketching and require encouragement or specific instruction to use sketching routinely for the benefits hypothesized to be associated with sketching to appear.en_US
SponsorUniversity of Illinois at Urbana-Champaign; Temple University, Grant/Award Numbers: #SBE-1041707, #DRL-1560724; National Science Foundation, Grant/Award Number: #DRL-1252436en_US
CitationMiller-Cotto, D., Booth, J. L., & Newcombe, N. S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology, 36( 4), 919– 935. https://doi.org/10.1002/acp.3980en_US
ISSN1099-0720
URLhttps://udspace.udel.edu/handle/19716/31128
Languageen_USen_US
PublisherApplied Cognitive Psychologyen_US
Keywordsproblem-solvingen_US
Keywordsscienceen_US
Keywordsself-explanationen_US
Keywordssketchingen_US
TitleSketching and verbal self-explanation: Do they help middle school children solve science problems?en_US
TypeArticleen_US
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