Making Sense of Generative Learning

Autor/in	Fiorella, Logan
Titel	Making Sense of Generative Learning
Quelle	In: Educational Psychology Review, 35 (2023) 2, Artikel 50 (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiorella, Logan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09769-7
Schlagwörter	Student Attitudes; Learning Processes; Learning Strategies; Learning Activities; Schemata (Cognition); Visualization; Barriers; Comprehension + Suchen Sie Ihr Suchwort? Schülerverhalten; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernaktivität; Cognition; Schema; Kognition; Visualisation; Visualisierung; Verstehen; Verständnis
Abstract	How do learners make sense of what they are learning? In this article, I present a new framework of sense-making based on research investigating the benefits and boundaries of generative learning activities (GLAs). The generative sense-making framework distinguishes among three primary sense-making modes--explaining, visualizing, and enacting--that each serve unique and complementary cognitive functions. Specifically, the framework assumes learners mentally organize and simulate the learning material (via the visualizing and enacting modes) to facilitate their ability to generalize the learning material (via the explaining mode). I present evidence from research on GLAs illustrating how visualizations and enactments (instructor-provided and/or learner-generated) can facilitate higher quality learner explanations and subsequent learning outcomes. I also discuss several barriers to sense-making that help explain when GLAs are not effective and describe possible ways to overcome these barriers by appropriately guiding and timing GLAs. Finally, I discuss implications of the generative sense-making framework for theory and practice and provide recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01