Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Plan-Draw-Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation

    89940.pdf (2.504Mb)
    Access Status
    Open access
    Authors
    Park, Joonhyeong
    Tang, Kok-Sing
    Chang, Jina
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Park, J. and Tang, K.S. and Chang, J. 2021. Plan-Draw-Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation. Science Education. 105 (5): pp. 1013-1045.
    Source Title
    Science Education
    DOI
    10.1002/sce.21668
    ISSN
    0036-8326
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP180100143
    Remarks

    This is the peer reviewed version of the following article: Park, J., Tang, K.-S., & Chang, J. (2021). Plan-Draw-Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation. Science Education, 105, 1013– 1045, which has been published in final form at https://doi.org/10.1002/sce.21668. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

    URI
    http://hdl.handle.net/20.500.11937/90116
    Collection
    • Curtin Research Publications
    Abstract

    The use of group drawing to promote student-generated representation is a common instructional strategy as it combines the benefits of using visual representation and collaborative talk. Although the affordances of group drawing have increasingly been emphasized in science education, few studies have investigated how drawing as a visual mode interacts with group discourse as a verbal mode as well as how that interaction facilitates the development of students' collective ideas. Informed by theories in classroom discourse and multimodality, this paper examines the interaction process between a verbal and visual mode of representation as groups of students engaged in collaborative drawing during guided science inquiry lessons. On the basis of the analysis of data from a science class that adopted group drawing, we found and documented a recurring pattern, Plan-Draw-Evaluate or PDE pattern, in how the interaction between the verbal and visual modes occurred during collaborative drawing. This PDE pattern consisted of a triad of moves that alternate between the two modes and fulfilled various discursive purposes, such as suggesting, requesting, recording, visualizing, elaborating, agreeing, and rejecting. The PDE pattern provided a basic social structure that facilitated the collaboration and progression of students' ideas. With illustrations of PDE patterns and its variations, we argue that the PDE pattern provides an insight into the dynamic organization of interactions involved in group drawing that takes into consideration the multimodal affordances of verbal and visual modes of representation and the progression of ideas developed through collaborative discourse.

    Related items

    Showing items related by title, author, creator and subject.

    • Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning styles
      Scott, Donald E. (2009)
      This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
    • ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school
      Williams, Melanie; Tang, Kok-Sing; Won, Mihye (2019)
      This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in ...
    • Transforming the culture of teaching and learning in science: the promise of moral dilemma stories: an interpretive case study
      Settelmaier, Elisabeth (2003)
      It has become a habit of our time to lament about the state of the world and simultaneously profess that there is not really anything we, as individuals, can do about it because there is just too much that needs fixing. ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.