Scripted collaborative drawing in elementary science education

Alieke M. van Dijk*, Hannie Gijlers, Armin Weinberger

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

25 Citations (Scopus)
12 Downloads (Pure)


Creating graphical representations can foster knowledge gains on science topics in elementary school students by promoting active integration and translation of new information. Collaborating on joint representations may encourage children to discuss and elaborate their knowledge. To foster productive interactions, children may greatly benefit from additional guidance through collaboration scripts or careful group composition. In this study, we investigate the effects of script support and group composition by social preference on children’s learning processes and outcomes in a collaborative drawing setting within science education. The script foresaw a phase of individual preparation and prompted learners to engage in critical interactions. Group composition was based on children’s preferences for peers to work with. Results show that whereas the drawings of unscripted children depicted the concepts to be learned more adequately, scripted children acquired more domain knowledge during the experience. We discuss how a script can facilitate learning through collaborative drawing by imposing additional challenges on children’s interactions
Original languageEnglish
Pages (from-to)353-372
Number of pages20
JournalInstructional science
Issue number3
Publication statusPublished - 22 Jul 2014


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