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ERIC Number: EJ1047946
Record Type: Journal
Publication Date: 2014-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0157-244X
Drawing on Experience: How Domain Knowledge Is Reflected in Sketches of Scientific Structures and Processes
Jee, Benjamin D.; Gentner, Dedre; Uttal, David H.; Sageman, Bradley; Forbus, Kenneth; Manduca, Cathryn A.; Ormand, Carol J.; Shipley, Thomas F.; Tikoff, Basil
Research in Science Education, v44 n6 p859-883 Dec 2014
Capturing the nature of students' mental representations and how they change with learning is a primary goal in science education research. This can be challenging in spatially intense domains, such as geoscience, architecture, and engineering. In this research, we test whether sketching can be used to gauge level of expertise in geoscience, using new technology designed to facilitate this process. We asked participants with differing levels of geoscience experience to copy two kinds of geoscience images--photographs of rock formations and causal diagrams. To permit studying the process of sketching as well as the structure and content of the sketches, we used the CogSketch system (Forbus et al. 2011, "Topics in Cognitive Science" 3:648-666) to record the time course of sketching and analyze the sketches themselves. Relative to novices, geoscience students included more geological structures and relational symbols in their sketches of geoscience materials and were more likely to construct their sketches in a sequence consistent with the order of causal events. These differences appear to stem from differences in domain knowledge, because they did not show up in participants' sketches of materials from other fields. The findings and methods of this research suggest new ways to promote and assess science learning, which are well suited to the visual-spatial demands of many domains.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: SBE-0541957