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ERIC Number: EJ1039462
Record Type: Journal
Publication Date: 2014-May
Pages: 20
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0020-4277
Scripted Collaborative Drawing in Elementary Science Education
van Dijk, Alieke M.; Gijlers, Hannie; Weinberger, Armin
Instructional Science: An International Journal of the Learning Sciences, v42 n3 p353-372 May 2014
Creating graphical representations can foster knowledge gains on science topics in elementary school students by promoting active integration and translation of new information. Collaborating on joint representations may encourage children to discuss and elaborate their knowledge. To foster productive interactions, children may greatly benefit from additional guidance through collaboration scripts or careful group composition. In this study, we investigate the effects of script support and group composition by social preference on children's learning processes and outcomes in a collaborative drawing setting within science education. The script foresaw a phase of individual preparation and prompted learners to engage in critical interactions. Group composition was based on children's preferences for peers to work with. Results show that whereas the drawings of unscripted children depicted the concepts to be learned more adequately, scripted children acquired more domain knowledge during the experience. We discuss how a script can facilitate learning through collaborative drawing by imposing additional challenges on children's interactions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A