Drawing as a Space for Social-Cognitive Interaction

Autor/inn/en	De Andrade, Vanessa; Freire, Sofia; Baptista, Mónica; Shwartz, Yael
Titel	Drawing as a Space for Social-Cognitive Interaction
Quelle	In: Education Sciences, 12 (2022), Artikel 45 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Freire, Sofia) ORCID (Baptista, Mónica) ORCID (Shwartz, Yael)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Freehand Drawing; Group Activities; Middle School Students; Science Education; Cognitive Processes; Grade 8; Chemistry; Interpersonal Relationship; Interpersonal Communication + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Gruppenaktivität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Cognitive process; Kognitiver Prozess; School year 08; 8. Schuljahr; Schuljahr 08; Chemie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation
Abstract	Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of "we-space," defined as a complex social-cognitive space, dynamically established and managed during the ongoing interactions of the individuals, when they manipulate and exploit a shared space. The goal of the study was to explore the role that collaborative drawing plays in shaping the social-cognitive interaction among students. We examine this by a fine-grain multimodal analysis of a pair of middle school students, who jointly attempted to understand and explain a chemical phenomenon by creating drawings and thinking with them. Our findings suggest that collaborative drawing played a key role in: (1) establishing a genuine shared-action space, a "we-space," and that within this "we-space" it had two major functions; (2) enabling collective thinking-in-action; and (3) simplifying communication. We argue that drawing, as a joint activity, has a potential for learning, not restricted to the cognitive process related to the activity of creating external visual representations on paper; instead, the benefits of drawing lie in action in space. Creating these representations is more than a process of externalization of thought: it is part of a process of collective thinking-in-action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01