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Generative learning. Which strategies for what age?
SourceEducational psychology review 33 (2021) 4, S. 1295-1318 ZDB
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Keywords (German)Lernen; Strategie; Effektivität; Aktives Lernen; Kind; Lebensalter; Entwicklung; Unterschied; Lerntechnik; Forschungsüberblick
sub-disciplineEducational Psychology
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):Generative learning strategies are intended to improve students' learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences. (DIPF/Orig.)
additional URLsDOI: 10.1007/s10648-020-09571-9
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Date of publication07.12.2021
CitationBrod, Garvin: Generative learning. Which strategies for what age? - In: Educational psychology review 33 (2021) 4, S. 1295-1318 - URN: urn:nbn:de:0111-pedocs-237048 - DOI: 10.25656/01:23704
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