Learning about dynamic systems by drawing

Shaaron Ainsworth, Mitchell J. Nathan, Peggy Van Meter, Helen Z. Zhang, Marcia C. Linn, Chelsea V. Johnson, Wouter R. Van Joolingen, Lars Bollen, Frank Leenaars, Wout Kenbeek

Research output: Contribution to conferencePaper

1 Citation (Scopus)

Abstract

The act of drawing as a means of publicly presenting one's ideas is not cognitively neutral. Drawing, perhaps in a way that is somewhat like self-explanation, influences knowing and learning. It can help learners evaluate and transform their understanding, help them communicate their ideas, and be a motivating and highly engaging way to process and express scientific concepts. Asking learners to draw when they are exploring dynamic systems can be highly beneficial. Yet analysis of drawing may depend on learners' accompanying speech and gestures. Learners also benefit from pedagogical and technological support in making drawings that support modeling. This symposium draws together research on how people use drawings when learning about dynamic systems. It explores different theoretical frameworks for analyzing drawings, their impact, interactions with prior knowledge, and the different roles drawing can play in learning and asks how learning by drawing can be enhanced.

Original languageEnglish (US)
Pages164-171
Number of pages8
StatePublished - Dec 1 2010
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

Fingerprint

Dynamical systems
learning
interaction
knowledge

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Cite this

Ainsworth, S., Nathan, M. J., Van Meter, P., Zhang, H. Z., Linn, M. C., Johnson, C. V., ... Kenbeek, W. (2010). Learning about dynamic systems by drawing. 164-171. Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.
Ainsworth, Shaaron ; Nathan, Mitchell J. ; Van Meter, Peggy ; Zhang, Helen Z. ; Linn, Marcia C. ; Johnson, Chelsea V. ; Van Joolingen, Wouter R. ; Bollen, Lars ; Leenaars, Frank ; Kenbeek, Wout. / Learning about dynamic systems by drawing. Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.8 p.
@conference{70c4fd4ece01474592b699b095ffa59e,
title = "Learning about dynamic systems by drawing",
abstract = "The act of drawing as a means of publicly presenting one's ideas is not cognitively neutral. Drawing, perhaps in a way that is somewhat like self-explanation, influences knowing and learning. It can help learners evaluate and transform their understanding, help them communicate their ideas, and be a motivating and highly engaging way to process and express scientific concepts. Asking learners to draw when they are exploring dynamic systems can be highly beneficial. Yet analysis of drawing may depend on learners' accompanying speech and gestures. Learners also benefit from pedagogical and technological support in making drawings that support modeling. This symposium draws together research on how people use drawings when learning about dynamic systems. It explores different theoretical frameworks for analyzing drawings, their impact, interactions with prior knowledge, and the different roles drawing can play in learning and asks how learning by drawing can be enhanced.",
author = "Shaaron Ainsworth and Nathan, {Mitchell J.} and {Van Meter}, Peggy and Zhang, {Helen Z.} and Linn, {Marcia C.} and Johnson, {Chelsea V.} and {Van Joolingen}, {Wouter R.} and Lars Bollen and Frank Leenaars and Wout Kenbeek",
year = "2010",
month = "12",
day = "1",
language = "English (US)",
pages = "164--171",
note = "9th International Conference of the Learning Sciences, ICLS 2010 ; Conference date: 29-06-2010 Through 02-07-2010",

}

Ainsworth, S, Nathan, MJ, Van Meter, P, Zhang, HZ, Linn, MC, Johnson, CV, Van Joolingen, WR, Bollen, L, Leenaars, F & Kenbeek, W 2010, 'Learning about dynamic systems by drawing', Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States, 6/29/10 - 7/2/10 pp. 164-171.

Learning about dynamic systems by drawing. / Ainsworth, Shaaron; Nathan, Mitchell J.; Van Meter, Peggy; Zhang, Helen Z.; Linn, Marcia C.; Johnson, Chelsea V.; Van Joolingen, Wouter R.; Bollen, Lars; Leenaars, Frank; Kenbeek, Wout.

2010. 164-171 Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Learning about dynamic systems by drawing

AU - Ainsworth, Shaaron

AU - Nathan, Mitchell J.

AU - Van Meter, Peggy

AU - Zhang, Helen Z.

AU - Linn, Marcia C.

AU - Johnson, Chelsea V.

AU - Van Joolingen, Wouter R.

AU - Bollen, Lars

AU - Leenaars, Frank

AU - Kenbeek, Wout

PY - 2010/12/1

Y1 - 2010/12/1

N2 - The act of drawing as a means of publicly presenting one's ideas is not cognitively neutral. Drawing, perhaps in a way that is somewhat like self-explanation, influences knowing and learning. It can help learners evaluate and transform their understanding, help them communicate their ideas, and be a motivating and highly engaging way to process and express scientific concepts. Asking learners to draw when they are exploring dynamic systems can be highly beneficial. Yet analysis of drawing may depend on learners' accompanying speech and gestures. Learners also benefit from pedagogical and technological support in making drawings that support modeling. This symposium draws together research on how people use drawings when learning about dynamic systems. It explores different theoretical frameworks for analyzing drawings, their impact, interactions with prior knowledge, and the different roles drawing can play in learning and asks how learning by drawing can be enhanced.

AB - The act of drawing as a means of publicly presenting one's ideas is not cognitively neutral. Drawing, perhaps in a way that is somewhat like self-explanation, influences knowing and learning. It can help learners evaluate and transform their understanding, help them communicate their ideas, and be a motivating and highly engaging way to process and express scientific concepts. Asking learners to draw when they are exploring dynamic systems can be highly beneficial. Yet analysis of drawing may depend on learners' accompanying speech and gestures. Learners also benefit from pedagogical and technological support in making drawings that support modeling. This symposium draws together research on how people use drawings when learning about dynamic systems. It explores different theoretical frameworks for analyzing drawings, their impact, interactions with prior knowledge, and the different roles drawing can play in learning and asks how learning by drawing can be enhanced.

UR - http://www.scopus.com/inward/record.url?scp=84880521605&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880521605&partnerID=8YFLogxK

M3 - Paper

AN - SCOPUS:84880521605

SP - 164

EP - 171

ER -

Ainsworth S, Nathan MJ, Van Meter P, Zhang HZ, Linn MC, Johnson CV et al. Learning about dynamic systems by drawing. 2010. Paper presented at 9th International Conference of the Learning Sciences, ICLS 2010, Chicago, IL, United States.