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dc.contributor.authorTang, Kok-Sing
dc.contributor.authorWon, Mihye
dc.contributor.authorTreagust, David
dc.date.accessioned2021-07-20T02:48:18Z
dc.date.available2021-07-20T02:48:18Z
dc.date.issued2019
dc.identifier.citationTang, K.S. and Won, M. and Treagust, D. 2019. Analytical framework for student-generated drawings. International Journal of Science Education. 41 (16): pp. 2296-2322.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/84693
dc.identifier.doi10.1080/09500693.2019.1672906
dc.description.abstract

This article presents the development, description, application, and discussion of an analytical framework to examine students’ drawings of scientific concepts and processes. Student-generated representation, particularly drawing, is increasingly emphasised as an important learning strategy to help students reason, explain, and demonstrate their scientific thinking and understanding. Although this strategy would require a greater need to understand what students are drawing, there are currently few frameworks that can support researchers and educators in analysing student-generated drawings. Based on the theory of social semiotics and an empirical data corpus of students’ drawings from two research projects, we developed an analytical framework to describe and categorise a broad range of ideas and relationships that students are representing through their drawings in physics and chemistry. The application of this framework will be illustrated by two analytical examples of students’ drawings in the topics of rotational moment and chemical bonding. The first example analysed students’ drawings in relation to their accompanying written explanations, while the second example analysed the students’ drawings in conjunction with the occurring classroom discourse. Through the illustration, the research and pedagogical applications and usefulness of this analytical framework will be discussed.

dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectVisual analysis
dc.subjectdrawing
dc.subjectmultiple representations
dc.subjectstudent-generated representations
dc.subjectlearning with representations
dc.subjectmultimodality
dc.subjectsocial semiotics
dc.subjectREPRESENTATIONS
dc.subjectSCIENCE
dc.subjectMULTIPLE
dc.titleAnalytical framework for student-generated drawings
dc.typeJournal Article
dcterms.source.volume41
dcterms.source.number16
dcterms.source.startPage2296
dcterms.source.endPage2322
dcterms.source.issn0950-0693
dcterms.source.titleInternational Journal of Science Education
dc.date.updated2021-07-20T02:48:15Z
curtin.note

This is the peer reviewed version of the following article: Kok-Sing Tang, Mihye Won & David Treagust (2019) Analytical framework for student-generated drawings, International Journal of Science Education, 41:16, 2296-2322, which has been published in final form at 10.1080/09500693.2019.1672906. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidTang, Kok-Sing [0000-0002-2764-539X]
curtin.contributor.orcidWon, Mihye [0000-0001-8771-7626]
curtin.contributor.orcidTreagust, David [0000-0001-5340-0970]
curtin.contributor.researcheridTang, Kok-Sing [I-3245-2019]
dcterms.source.eissn1464-5289
curtin.contributor.scopusauthoridTang, Kok-Sing [35300971500]
curtin.contributor.scopusauthoridWon, Mihye [55661375900]
curtin.contributor.scopusauthoridTreagust, David [7004595538]


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