Skip to main content

Advertisement

Log in

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

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333, 1096–1097. doi:10.1126/science.1204153.

    Article  Google Scholar 

  • Anjewierden, A., Gijlers, H., Kolloffel, B., Saab, N., & de Hoog, R. (2011). Examining the relation between domain-related communication and collaborative inquiry learning. Computers & Education, 57, 1741–1748. doi:10.1016/j.compedu.2011.03.010.

    Article  Google Scholar 

  • Brooks, M. (2009). Drawing, visualisation and young children’s exploration of “big ideas”. International Journal of Science Education, 31, 319–341. doi:10.1080/09500690802595771.

    Article  Google Scholar 

  • Buder, J., & Bodemer, D. (2008). Supporting controversial cscl discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3, 123–139. doi:10.1007/s11412-008-9037-5.

    Article  Google Scholar 

  • de Vries, E., Lund, K., & Baker, M. (2002). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notations. The Journal of the Learning Sciences, 11, 63–103. doi:10.1207/S15327809JLS1101_3.

    Article  Google Scholar 

  • Dillenbourg, P. (2002). Over-scripting cscl: The risks of blending collaborative learning with instructional design. Three worlds of CSCL. Can we support CSCL, 61–91. doi:citeulike-article-id:8271598.

  • Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspaces. Paper presented at the ACM Conference on Computer Supported Cooperative Work (CSCW 1992), Toronto.

  • Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38, 355–385. doi:10.1002/1098-2736(200103)38:3<355::aid-tea1010>3.0.co;2-m.

    Article  Google Scholar 

  • Fransen, J., Kirschner, P. A., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27, 1103–1113. doi:10.1016/j.chb.2010.05.017.

    Article  Google Scholar 

  • Giemza, A., Weinbrenner, S., Engler, H., Hoppe, H. U. (2007). Tuple spaces as a flexible integration platform for distributed learning environments. Paper presented at the 15th International Conference on Computers in Education Hiroshima, Japan.

  • Gijlers, H., & de Jong, T. (2013). Using concept maps to facilitate collaborative simulation-based inquiry learning. The Journal of the Learning Sciences, 22, 340–374.

    Article  Google Scholar 

  • Gijlers, H., Saab, N., van Joolingen, W. R., de Jong, T., & van Hout-Wolters, B. H. A. M. (2009). Interaction between tool and talk: How instruction and tools support consensus building in collaborative inquiry-learning environments. Journal of Computer Assisted Learning, 25, 252–267. doi:10.1111/j.1365-2729.2008.00302.x.

    Article  Google Scholar 

  • Gutwin, C., & Greenberg, S. (1995). Support for group awareness in real-time desktop conferencing. Paper presented at the 2nd New Zealand Computer Science Research Student’s Conference, Hamilton, New Zealand.

  • Hythecker, V. I., Dansereau, D. F., & Rocklin, T. R. (1988). An analysis of the processes influencing the structured dyadic learning environment. Educational Psychologist, 23, 23.

    Article  Google Scholar 

  • Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17, 708–721. doi:10.1016/j.learninstruc.2007.09.021.

    Article  Google Scholar 

  • Leopold, C., & Leutner, D. (2012). Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies. Learning and Instruction, 22, 16–26. doi:10.1016/j.learninstruc.2011.05.005.

    Article  Google Scholar 

  • O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted collaborations in student dyads: A method for analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 120–141). New Yourk, NY, US: Cambridge University Press.

  • Oortwijn, M. B., Boekaerts, M., Vedder, P., & Strijbos, J.-W. (2008). Helping behaviour during cooperative learning and learning gains: The role of the teacher and of pupils’ prior knowledge and ethnic background. Learning and Instruction, 18, 146–159. doi:10.1016/j.learninstruc.2007.01.014.

    Article  Google Scholar 

  • Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503–534. doi:10.1002/tea.3660300508.

    Article  Google Scholar 

  • Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. The Journal of the Learning Sciences, 14, 201–241. doi:10.1207/s15327809jls1402_2.

    Article  Google Scholar 

  • Saab, N., van Joolingen, W. R., & Hout-Wolters, B. H. A. M. (2007). Supporting communication in a collaborative discovery learning environment: The effect of instruction. Instructional Science, 35, 73–98. doi:10.1007/s11251-006-9003-4.

    Article  Google Scholar 

  • Scanlon, E., Anastopoulou, S., Kerawalla, L., & Mulholland, P. (2011). How technology resources can be used to represent personal inquiry and support students’ understanding of it across contexts. Journal of Computer Assisted Learning, 27, 516–529. doi:10.1111/j.1365-2729.2011.00414.x.

    Article  Google Scholar 

  • Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36, 704–745. doi:10.1177/1046496405281771.

    Article  Google Scholar 

  • SchoolTV. (2010). Fotosynthese Retrieved 13 mai, 2011, from http://www.schooltv.nl/beeldbank/clip/20100402_fotosynthese01.

  • Schwamborn, A., Mayer, R. E., Thillmann, H., Leopold, C., & Leutner, D. (2010). Drawing as a generative activity and drawing as a prognostic activity. Journal of Educational Psychology, 102, 872–879.

    Article  Google Scholar 

  • SLO. (2009). Tussendoelen en leerlijnen (tule) Retrieved June 7, 2010, from http://tule.slo.nl/.

  • Suthers, D. D., & Hundhausen, C. D. (2003). An experimental study of the effects of representational guidance on collaborative learning processes. The Journal of the Learning Sciences, 12, 183–218. doi:10.1207/S15327809JLS1202_2.

    Article  Google Scholar 

  • Teasley, S. D. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (pp. 361–384). Berlin: Springer.

    Chapter  Google Scholar 

  • Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., . . . Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20, 177–191. doi:10.1016/j.learninstruc.2009.01.005.

  • van Dijk, A. M., Gijlers, H., Weinberger, A. (in press). Scripted collaborative drawing in elementary science education. Instructional Science. doi:10.1007/s11251-013-9286-1.

  • van Joolingen, W. R., Bollen, L., & Leenaars, F. A. J. (2010). Using drawings in knowledge modeling and simulation for science teaching. In R. Nkambou, J. Bourdeau, & R. Mizoguchi (Eds.), Advances in intelligent tutoring systems (pp. 266–282). New York: Springer.

    Google Scholar 

  • van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93, 129–140.

    Article  Google Scholar 

  • van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17, 285–325. doi:10.1007/s10648-005-8136-3.

    Article  Google Scholar 

  • van Meter, P., Aleksic, M., Schwartz, A., & Garner, J. (2006). Learner-generated drawing as a strategy for learning from content area text. Contemporary Educational Psychology, 31, 142–166. doi:10.1016/j.cedpsych.2005.04.001.

    Article  Google Scholar 

  • Vollmeyer, R., & Rheinberg, F. (2006). Motivational effects of self-regulated learning with different tasks. Educational Psychology Review, 18, 239–253. doi:10.1007/s10648-006-9017-0.

    Article  Google Scholar 

  • Webb, N. M., & Mastergeorge, A. (2003). Promoting effective helping behavior in peer-directed groups. International Journal of Educational Research, 39, 73–97. doi:10.1016/s0883-0355(03)00074-0.

    Article  Google Scholar 

  • Weinberger, A. (2011). Principles of transactive computer-supported collaboration scripts. Nordic Journal of Digital Literacy, 6, 189–202.

    Google Scholar 

  • Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46, 71–95. doi:10.1016/j.compedu.2005.04.003.

    Article  Google Scholar 

  • Weinberger, A., Fischer, F., & Mandl, H. (2001). Scripts and scaffolds in problem-based computer supported learning environments; fostering partcipation and transfer. Munich: Ludwig-Maximilians-University.

    Google Scholar 

  • Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer–supported collaborative learning. Instructional Science, 33, 1–30. doi:10.1007/s11251-004-2322-4.

    Article  Google Scholar 

  • Weinberger, A., Stegmann, K., & Fischer, F. (2007). Knowledge convergence in collaborative learning: Concepts and assessment. Learning and Instruction, 17(4), 416–426. doi:10.1016/j.learninstruc.2007.03.007.

    Article  Google Scholar 

  • Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506–515. doi:10.1016/j.chb.2009.08.007.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Hannie Gijlers.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Gijlers, H., Weinberger, A., van Dijk, A.M. et al. Collaborative drawing on a shared digital canvas in elementary science education: The effects of script and task awareness support. Intern. J. Comput.-Support. Collab. Learn. 8, 427–453 (2013). https://doi.org/10.1007/s11412-013-9180-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-013-9180-5

Keywords

Navigation