Scaffolding Collaborative Drawing-to-Learn to Support Metacognitive Regulation and Model Construction.
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| Title: | Scaffolding Collaborative Drawing-to-Learn to Support Metacognitive Regulation and Model Construction. |
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| Authors: | Chang, Hsin-Yi1 (AUTHOR) hychang@ntnu.edu.tw, Binali, Theerapong1 (AUTHOR) |
| Source: | Journal of Science Education & Technology. Aug2025, Vol. 34 Issue 4, p819-836. 18p. |
| Subject Terms: | *Teaching methods, *Educational outcomes, Carbon cycle, Models & modelmaking, Control (Psychology), Artistic collaboration, Self-management (Psychology) |
| Abstract: | The "drawing-to-learn" pedagogical approach has gained considerable attention and evidence supporting its efficacy for facilitating learning. However, little theoretical or empirical research has addressed issues regarding collaborative drawing-to-learn. In this study, we developed collaborative drawing-to-learn activities and three types of scaffolding to facilitate students' carbon cycling modeling, with the aims of investigating the effects of the activities and scaffolding and identifying significant factors contributing to learning outcomes. Participants were 51 high school students. Mixed methods were employed. Student-drawn models of carbon cycling were collected during the pretests, class sessions, and posttests. Students' prior knowledge of carbon cycling was measured in the pretests, and their self-ratings of self-regulation and co-regulation demonstrated during collaborative drawing were collected. Student action and discussion data were also collected and analyzed for result triangulation. The results indicated that the designed activities and scaffolding were effective in terms of facilitating the students' modeling performances, and students reported and demonstrated satisfactory self- and co-regulation. Moreover, correlation and multiple regression results indicated that prior content knowledge and metacognitive co-regulation are significant direct factors affecting students' collaborative drawing products, whereas metacognitive self-regulation may be mediated by co-regulation to have effects. The study contributes by extending theoretical perspectives on the mechanism of how collaborative drawing may facilitate learning, and by providing examples and empirical benefits of effective collaborative drawing as a pedagogical approach. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186780450 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Scaffolding Collaborative Drawing-to-Learn to Support Metacognitive Regulation and Model Construction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chang%2C+Hsin-Yi%22">Chang, Hsin-Yi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hychang@ntnu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Binali%2C+Theerapong%22">Binali, Theerapong</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Aug2025, Vol. 34 Issue 4, p819-836. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Carbon+cycle%22">Carbon cycle</searchLink><br /><searchLink fieldCode="DE" term="%22Models+%26+modelmaking%22">Models & modelmaking</searchLink><br /><searchLink fieldCode="DE" term="%22Control+%28Psychology%29%22">Control (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Artistic+collaboration%22">Artistic collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Self-management+%28Psychology%29%22">Self-management (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The "drawing-to-learn" pedagogical approach has gained considerable attention and evidence supporting its efficacy for facilitating learning. However, little theoretical or empirical research has addressed issues regarding collaborative drawing-to-learn. In this study, we developed collaborative drawing-to-learn activities and three types of scaffolding to facilitate students' carbon cycling modeling, with the aims of investigating the effects of the activities and scaffolding and identifying significant factors contributing to learning outcomes. Participants were 51 high school students. Mixed methods were employed. Student-drawn models of carbon cycling were collected during the pretests, class sessions, and posttests. Students' prior knowledge of carbon cycling was measured in the pretests, and their self-ratings of self-regulation and co-regulation demonstrated during collaborative drawing were collected. Student action and discussion data were also collected and analyzed for result triangulation. The results indicated that the designed activities and scaffolding were effective in terms of facilitating the students' modeling performances, and students reported and demonstrated satisfactory self- and co-regulation. Moreover, correlation and multiple regression results indicated that prior content knowledge and metacognitive co-regulation are significant direct factors affecting students' collaborative drawing products, whereas metacognitive self-regulation may be mediated by co-regulation to have effects. The study contributes by extending theoretical perspectives on the mechanism of how collaborative drawing may facilitate learning, and by providing examples and empirical benefits of effective collaborative drawing as a pedagogical approach. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186780450 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-025-10206-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 819 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Carbon cycle Type: general – SubjectFull: Models & modelmaking Type: general – SubjectFull: Control (Psychology) Type: general – SubjectFull: Artistic collaboration Type: general – SubjectFull: Self-management (Psychology) Type: general Titles: – TitleFull: Scaffolding Collaborative Drawing-to-Learn to Support Metacognitive Regulation and Model Construction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chang, Hsin-Yi – PersonEntity: Name: NameFull: Binali, Theerapong IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 34 – Type: issue Value: 4 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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