Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation

Park, Joonhyeong; Tang, Kok‐Sing; Chang, Jina

doi:10.1002/sce.21668

Cited by 20 publications

(19 citation statements)

References 78 publications

(99 reference statements)

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“…The findings also showed how both the drawings and students' interactions were crucial for the development of a more sophisticated understanding. Park et al (2021) investigated how the activity of drawing interacts with verbal discourse during collaborative drawing. They found an alternation between the drawing as a visual mode and the verbal discourse as the students worked through a recurring pattern of planning (verbal), drawing, and evaluating their drawings (verbal).…”

Section: Learning From Student-generated Representationsmentioning

confidence: 99%

Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures

2022

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This paper reports on a case study of undergraduate biology students' drawing-based modeling and how this process plays out in naturalistic dialogues. Recent research has revealed the importance of drawings, talk, and gestures in students' model-based reasoning. This study provides further insight into the complementary role of these multimodal representations in student' model-based reasoning. The empirical basis constitutes sequences of students' interactive modeling during a laboratory exercise targeted toward the molecular mechanism behind diagnostic tests. The analytical procedure involves a social-semiotic analysis of students' drawings and microanalyses of the sequences of student interaction while engaging with this modeling activity. Our findings reveal a pattern in the use of these representations and provide insights into their roles in students' model-based reasoning. During three critical episodes in the students' modeling process, we show how drawings, deictic gestures, talk, and iconic gestures in a recurring pattern contributed to bringing students' meaning-making forward: drawings contributed to opening a creative space for their reasoning, while explorative talk together with iconic gestures became an

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Section: Learning From Student-generated Representationsmentioning

confidence: 99%

Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures

2022

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“…Their talk included many deictic expressions such as "this one," "there," "with," which were specified and conceptualized through actions on the drawings. When deictic expressions are enacted on the drawing and accompanied by gesturing and pointing on it, they play an important role in the process of making sense (Park et al, 2021;Tholander et al, 2008). In this case, these expressions and gestures were important for students making sense of each other's ideas and for further unfolding their interaction.…”

Section: Unpacking the Role Of Drawingmentioning

confidence: 99%

Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

et al. 2021

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Mechanistic reasoning is a powerful form of reasoning central to scientific explanations. Despite mechanistic reasoning being an important dimension of scientific practice and a central dimension of science curricula, students face difficulties in developing such type of reasoning. Many authors have been proposing tools for supporting its development; drawing is one such tool. Studies that purposefully explore how drawing leverages and supports students' mechanistic reasoning while engage in a process of constructing explanations are still scarce. The goal of the current study was to understand how students' mechanistic reasoning emerges and is enacted when students are jointly involved in drawing creation. For that, we drew on a recent framework that identifies essential characteristics of students' mechanistic reasoning and also on theories of distributed and embodied cognition. In this paper, we present a pair of middle school students who jointly explain a chemical phenomenon by creating drawings and reasoning with them. Using a fine-grain analysis we examined the elements of students' mechanistic reasoning in relation to drawing creation and how talk and embodied actions on and with the drawings were used to support students' reasoning. Findings reveal that drawings played a key role in paving the way for students reasoning about mechanisms and in enacting mechanistic reasoning. In particular, drawings were essential for pushing students to look for a

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“…Readily, Iris pointed to the drawn entity to make her evaluation. Although she agreed with what Raul drew, she noticed that before the reaction, the entities of the antacid pills "were not there [in the stomach]" "but only the H-Cl [(the acid) is in the stomach]" [lines [15][16][17]. This seemed to have made sense to Raul, as he readily changed the representation, accordingly [line 18].…”

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confidence: 68%

“…Thus, collaborative drawings have affordances that emerge from both visual representation and the collaborative discourse around drawings' creation. In creating their drawings, students have the opportunity to discuss and to externalize their ideas in a shared material space, which facilitates following a line of thinking [10,15].…”

Section: Introductionmentioning

confidence: 99%

Drawing as a Space for Social-Cognitive Interaction

et al. 2022

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Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in (i) establishing a genuine shared-action space, a we-space, and that within this we-space it had two major functions: (ii) enabling collective thinking-in-action and (iii) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action.

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Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation

Cited by 20 publications

References 78 publications

Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures

Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures

Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk

Drawing as a Space for Social-Cognitive Interaction

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