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Park, Joonhyeong
- PublicationEmbargoHow students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps(Taylor & Francis, 2024)
;Chang, Jina; ;Tang, Kok Sing ;Treagust, David F.Won, MihyeBackground
To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th grade students’ group drawings contributed to increased levels of explanations of their drawings about sound transmission.Methods
We analyzed two cases of group drawing processes, that showed a large difference in the explanatory levels in their drawings, to find discourse patterns and visualized these patterns through discourse maps in relation to the progressions of drawing.Findings
In the first case, the students successfully co-constructed sound transmission drawings following Demand-Give-Acknowledge patterns. The students continuously questioned how to visualize particles’ vibration, used multimodal resources to generate alternative drawings, and determined most scientific drawings. In the second case, the students did not reach consensus on how to visualize particles’ vibrations, following repetitive patterns of Give-Refute. While the teacher intervened and mediated student’s conflicting ideas, the students did not generate any alternative ideas.Contribution
This study illustrates in close detail how the process of multimodal transactive discussion contributed to conceptual understanding during collaborative drawings. The discourse map may be instrumental to analyze students’ collaboration systematically and devise pedagogical approaches.Scopus© Citations 1 30 12 - PublicationOpen AccessPlan-Draw-valuate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representationThe use of group drawing to promote student-generated representation is a common instructional strategy as it combines the benefits of using visual representation and collaborative talk. Although the affordances of group drawing have increasingly been emphasized in science education, few studies have investigated how drawing as a visual mode interacts with group discourse as a verbal mode as well as how that interaction facilitates the development of students' collective ideas. Informed by theories in classroom discourse and multimodality, this paper examines the interaction process between a verbal and visual mode of representation as groups of students engaged in collaborative drawing during guided science inquiry lessons. On the basis of the analysis of data from a science class that adopted group drawing, we found and documented a recurring pattern, Plan-Draw-Evaluate or PDE pattern, in how the interaction between the verbal and visual modes occurred during collaborative drawing. This PDE pattern consisted of a triad of moves that alternate between the two modes and fulfilled various discursive purposes, such as suggesting, requesting, recording, visualizing, elaborating, agreeing, and rejecting. The PDE pattern provided a basic social structure that facilitated the collaboration and progression of students' ideas. With illustrations of PDE patterns and its variations, we argue that the PDE pattern provides an insight into the dynamic organization of interactions involved in group drawing that takes into consideration the multimodal affordances of verbal and visual modes of representation and the progression of ideas developed through collaborative discourse.
WOS© Citations 8Scopus© Citations 16 254 89