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 …

Researchers of cognitive load theory and the cognitive theory of multimedia learning have
identified several strategies to optimize instructional materials. In this review article we focus …

The construct of active learning permeates undergraduate education in science, technology,
engineering, and mathematics (STEM), but despite its prevalence, the construct means …

Recent research suggests that drawing activities can help students learn concepts in the
science, technology, engineering, and mathematics (STEM) disciplines. In particular …

Fostering students' spatial thinking skills holds great promise for improving Science,
Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused …

Spatial intelligence concerns the locations of objects, their shapes, their relations, and the
paths they take as they move. Recognition of spatial skills enriches the traditional …

Sketching as a scientific practice goes beyond the simple act of inscribing diagrams onto
paper. Scientists produce a wide range of representations through sketching, as it is tightly …

Drawing-to-learn is a specific learning/reading strategy studied across many domains. In
response to gaps in our knowledge about drawing-to-learn, we conducted a systematic meta …

An argument that qualitative representations—symbolic representations that carve
continuous phenomena into meaningful units—are central to human cognition. In this book …

Spatial cognition is often (but wrongly) conceptualized as a single domain of cognition.
However, humans function in more than one way in the spatial world. We navigate, as do all …