Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and task awareness support

Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and task awareness support

Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting facilitate knowledge construction and discourse quality of e...

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Bibliographic Details
Published in:International journal of computer-supported collaborative learning Vol. 8; no. 4; pp. 427 - 453
Main Authors: Gijlers, Hannie, Weinberger, Armin, van Dijk, Alieke Mattia, Bollen, Lars, van Joolingen, Wouter
Format: Journal Article
Language:English
Published: Boston Springer US 01-12-2013
Springer
Springer Nature B.V
Subjects:
Botany
Childrens Art
Cognitive Psychology
Computers and Education
Control Groups
Cooperative Learning
Discourse Analysis
Education
Educational Technology
Elementary education
Elementary School Science
Elementary School Students
Experimental Groups
Feedback (Response)
Illustrations
Knowledge acquisition
Learning
Learning and Instruction
Learning Processes
Learning Strategies
Merging
Representations
Science education
Science Instruction
Scripts
Students
Teaching Methods
Translations
User Interfaces and Human Computer Interaction
Collaborative drawing
Awareness
Scripting
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Summary:Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting facilitate knowledge construction and discourse quality of elementary school students ( n  = 94) in a computer-supported collaborative drawing scenario. Students in the awareness condition received feedback prompts based on the characteristics of their drawing. The script foresaw a sequence of creating, comparing, discussing, and merging individual drawings to arrive at a shared representation of the subject matter, which was photosynthesis. Both forms of support, (awareness and scripting) facilitated the learning processes and outcomes. Discourse analysis revealed that awareness and scripting increased (the share of) integrative and conflict-oriented consensus-building activities as well as (the share of) off-task and coordination-related activities in comparison to the control group. Awareness and scripting facilitated deeper understanding of the processes and relations of domain concepts. The scripted students acquired significantly more conceptual knowledge than the unscripted students.
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ISSN:1556-1607
1556-1615
DOI:10.1007/s11412-013-9180-5