Although inquiry-based learning is a widespread instructional strategy in science education, students often tend to process the contents superficially, which can hamper learning. In this classroom experiment, we investigated whether the generative activity of non-interactive teaching, in which students verbally explain contents to a fictitious, nonpresent peer, can be enhanced by drawing to support students’ meaningful learn- ing from guided inquiry. The study was conducted in an authentic physics education context in schools with secondary students (N= 590), contrasting three generative conditions (teaching-only, teaching + provided visualization, teaching + drawing) to a restudy control condition. Their potential effects were examined on immediate and lasting conceptual knowledge and monitoring accuracy, defined as students’ metacognitive ability to judge their own performance. Regarding performance on the immediate conceptual knowledge test, generative activities were more effective than restudy. Also, in line with our expectations, the combined visualization conditions (teaching + visualization, teaching + drawing) outperformed teaching-only; Doug