Unwrapping the Magic of Sketchnotes: How Drawing Improves Comprehension and Retention During Science Learning with Fifth Graders
Thursday, March 21 11:50 AM-12:10 PM
According to developmental research, fifth-graders are mainly concerned with representational realism (Seidman & Beilen, 1984) and are capable of creating representational images in simple three-dimensional drawings (Cox & Perara, 2006). This paper will explore why fifth-grade students with prior knowledge of the elements of art can better engage in the mechanics of constructing a sketchnote, visual notes made with hand-drawn elements, to support science learning. Sketchnoting shares similarities with learner-generated drawings and graphic organizers, all rooted in Paivio’s dual-coding theory. The benefits of learner-generated drawings as a multimodal tool is based in Mayer’s multimedia principle, but it’s the recent discovery of the drawing effect (Wammes et al., 2016) that best explains why drawing aids in memory. Sketchnoting is the act of creating purposeful drawings while listening or reading to content-to-be-learned. Here I will share a successful rapid sketchnote model developed in a fifth-grade art class to support science learning.