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Cromley, J. G., Du, Y., & Dane, A. P. (2020). Drawing-to-Learn: Does meta-analysis show differences between technology-based drawing and paper-and-pencil drawing?. Journal of Science Education and Technology, 29(2), 216-229.
Ergul, N. R. (2018). Pre-service science teachers' construction and interpretation of graphs. Universal Journal of Educational Research, 6(1), 139-144.
Hepworth, M. (2009). Developing academic information literacy for undergraduates through inquiry based learning. Innovation in Teaching and Learning in Information and Computer Sciences, 8(2), 2-13.
Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49(3), 192-200.
Inaltekin, T. & Goksu, V. (2019). Evaluation of students' use of visual learning representations in science classes: A case study from Turkey. Journal of Education in Science, Environment and Health (JESEH), 5(2), 244-265.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93(3), 223-231.
Quillin, K., & Thomas, S. (2015). Drawing-to-learn: A framework for using drawings to promote model-based reasoning in biology. CBE—Life Sciences Education, 14(1), es2.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285-325.
Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology, 69(9), 1752-1776.