Sketching to support visual learning with interactive tutorials

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington sty...

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Autores principales:	Antje Kohnle, Shaaron E. Ainsworth, Gina Passante
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/5fa0ff75499a451c9dfe530897d59b9a
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spelling	oai:doaj.org-article:5fa0ff75499a451c9dfe530897d59b9a2021-12-02T14:09:02ZSketching to support visual learning with interactive tutorials10.1103/PhysRevPhysEducRes.16.0201392469-9896https://doaj.org/article/5fa0ff75499a451c9dfe530897d59b9a2020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020139http://doi.org/10.1103/PhysRevPhysEducRes.16.020139https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington style tutorials (so-called simulation-tutorials). When considering the curriculum goals (what to teach), we drew on theories of representational competence and learning with multiple representations. When considering how to teach, we drew on theories of constructivism and sketching to learn, leveraging the advantages of sketching as a constructive process that requires students to make their current understanding explicit in visual form, to make specific choices in order to make their ideas concrete, and to organize information to support deep processing. When considering when and why to sketch, we drew upon theories of representational competence, learning with multiple representations and inventing to prepare for future learning to describe six distinct purposes of sketching both prior to and while working with the simulation. This is illustrated by presenting specific sketching tasks to show how theory informed the design and the sequencing of the tasks. We followed a design-based research method, working at two institutions in two countries and with multiple cohorts of students to understand, and where necessary improve, the design of these activities, primarily basing our decisions on the sketches that students had created. The key message of this research is that the design and sequencing of sketching tasks needs to be carefully matched to the pedagogical rationale and that theory can shape these decisions in many ways.Antje KohnleShaaron E. AinsworthGina PassanteAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020139 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Antje Kohnle Shaaron E. Ainsworth Gina Passante Sketching to support visual learning with interactive tutorials
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] This manuscript discusses how learning theories have been applied to shape multiple aspects of the design of curricular activities combining interactive computer simulations and University of Washington style tutorials (so-called simulation-tutorials). When considering the curriculum goals (what to teach), we drew on theories of representational competence and learning with multiple representations. When considering how to teach, we drew on theories of constructivism and sketching to learn, leveraging the advantages of sketching as a constructive process that requires students to make their current understanding explicit in visual form, to make specific choices in order to make their ideas concrete, and to organize information to support deep processing. When considering when and why to sketch, we drew upon theories of representational competence, learning with multiple representations and inventing to prepare for future learning to describe six distinct purposes of sketching both prior to and while working with the simulation. This is illustrated by presenting specific sketching tasks to show how theory informed the design and the sequencing of the tasks. We followed a design-based research method, working at two institutions in two countries and with multiple cohorts of students to understand, and where necessary improve, the design of these activities, primarily basing our decisions on the sketches that students had created. The key message of this research is that the design and sequencing of sketching tasks needs to be carefully matched to the pedagogical rationale and that theory can shape these decisions in many ways.
format	article
author	Antje Kohnle Shaaron E. Ainsworth Gina Passante
author_facet	Antje Kohnle Shaaron E. Ainsworth Gina Passante
author_sort	Antje Kohnle
title	Sketching to support visual learning with interactive tutorials
title_short	Sketching to support visual learning with interactive tutorials
title_full	Sketching to support visual learning with interactive tutorials
title_fullStr	Sketching to support visual learning with interactive tutorials
title_full_unstemmed	Sketching to support visual learning with interactive tutorials
title_sort	sketching to support visual learning with interactive tutorials
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/5fa0ff75499a451c9dfe530897d59b9a
work_keys_str_mv	AT antjekohnle sketchingtosupportvisuallearningwithinteractivetutorials AT shaaroneainsworth sketchingtosupportvisuallearningwithinteractivetutorials AT ginapassante sketchingtosupportvisuallearningwithinteractivetutorials
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Sketching to support visual learning with interactive tutorials

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