The "drawing-to-learn" pedagogical approach has gained considerable attention and evidence supporting its efficacy for facilitating learning. However, little theoretical or empirical research has addressed i...
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The "drawing-to-learn" pedagogical approach has gained considerable attention and evidence supporting its efficacy for facilitating learning. However, little theoretical or empirical research has addressed issues regarding collaborative drawing-to-learn. In this study, we developed collaborative drawing-to-learn activities and three types of scaffolding to facilitate students' carbon cycling modeling, with the aims of investigating the effects of the activities and scaffolding and identifying significant factors contributing to learning outcomes. Participants were 51 high school students. Mixed methods were employed. Student-drawn models of carbon cycling were collected during the pretests, class sessions, and posttests. Students' prior knowledge of carbon cycling was measured in the pretests, and their self-ratings of self-regulation and co-regulation demonstrated during collaborative drawing were collected. Student action and discussion data were also collected and analyzed for result triangulation. The results indicated that the designed activities and scaffolding were effective in terms of facilitating the students' modeling performances, and students reported and demonstrated satisfactory self- and co-regulation. Moreover, correlation and multiple regression results indicated that prior content knowledge and metacognitive co-regulation are significant direct factors affecting students' collaborative drawing products, whereas metacognitive self-regulation may be mediated by co-regulation to have effects. The study contributes by extending theoretical perspectives on the mechanism of how collaborative drawing may facilitate learning, and by providing examples and empirical benefits of effective collaborative drawing as a pedagogical approach.
Biology and art have been linked throughout history. Early scientists, such as Leonardo de Vinci and John James Audubon, used sketches and painting to document their findings. Even early hominids left evidence of thei...
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Biology and art have been linked throughout history. Early scientists, such as Leonardo de Vinci and John James Audubon, used sketches and painting to document their findings. Even early hominids left evidence of their world through cave art. Histology, the microscopic study of tissues and cells, relies on defining shape and spatial relationships between landmarks within cells and tissues. When looking at a microscopic slide a scientist focuses on form, structure, and complex relationships, while an artist focuses on patterns, colors, and intricate designs. To a biologist, a slide of stained cartilage displays as a tissue with small groups of cells, but to an artist it may resemble islands in a blue ocean. learning how to use artistic details in combination with scientific concepts can help students better characterize and recognize tissues. Our project brings together two populations of college students to investigate the use of drawing as a learning tool. Senior biology majors received instruction on how to draw, paint, and recognize shape, form, and color from senior-level art students. Our approach provides an opportunity for students to collaborate with each other and with community members through the production of an interactive display for the University of Louisiana Monroe's (ULM) Museum of Natural History. Through metacognitive student responses, we propose that the inclusion of art peer instruction increases student performance.
This paper argues that meaning-making with multimodal representations in science learning is always contextualized within a genre and, conversely, what constitutes an ongoing genre also depends on a multimodal coordin...
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This paper argues that meaning-making with multimodal representations in science learning is always contextualized within a genre and, conversely, what constitutes an ongoing genre also depends on a multimodal coordination of speech, gesture, diagrams, symbols, and material objects. In social semiotics, a genre is a culturally evolved way of doing things with language (including non-verbal representations). Genre provides a useful lens to understand how a community's cultural norms and practices shape the use of language in various human activities. Despite this understanding, researchers have seldom considered the role of scientific genres (e.g., experimental account, information report, explanation) to understand how students in science classrooms make meanings as they use and construct multimodal representations. This study is based on an enactment of a drawing-to-learn approach in a primary school classroom in Australia, with data generated from classroom videos and students' artifacts. Using multimodal discourse analysis informed by social semiotics, we analyze how the semantic variations in students' representations correspond to the recurring genres they were enacting. We found a general pattern in the use and creation of representations across different scientific genres that support the theory of a mutual contextualization between genre and representation construction.
Given the strong relationships found between high-level learning strategies such as drawing and summarising, and student comprehension and performance, we have seen an increase in drawing-to-learn strategy research. D...
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Given the strong relationships found between high-level learning strategies such as drawing and summarising, and student comprehension and performance, we have seen an increase in drawing-to-learn strategy research. Despite the trend and promise of drawing-to-learn, many of the studies have been limited to high school and undergraduate chemistry and physics. Our aim was to explore a single understudied setting through multiple cases for drawing-to-learn, as a means of exploring the boundary conditions of when drawing-to-learn is an effective during-learning and post-learning strategy. Twenty-seven 7th grade students from an early secondary participated. Students received four lessons of physical science content, randomised to either a drawing or summarising condition. Students read a passage whilst drawing or summarising, then completed a post-test using their summary/drawing as a learning aid. Results from a series of analyses for non-normal data distribution and smaller sample size suggest the same discipline affects the learning process and the outcomes of learning differently. In addition, drawing-to-learn appears to be slightly less effective in early secondary than in the bulk of the literature. Results highlight how the different affordances of each specific topic, such as more emphasis on concepts/elements over relationships between those concepts, may contribute to these differences.
The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly percept...
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The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called "Newton's Cradle." Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time. (C) 2013 Elsevier Inc. All rights reserved.
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