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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)
; Background
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 2 32 12 - PublicationOpen AccessMultimodal genre of science classroom discourse: Mutual contextualization between genre and representation constructionThis 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.
WOS© Citations 4Scopus© Citations 5 332 77