Students' construction of external representations in design-based learning situations

Abstract This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external representations. An authentic classroom situation and student dialogue and productions from one dyad were interpreted in the light of the framework in order to uncover major pitfalls of design-based learning situations. In particular, students showed a preoccupation with geometrical features of problems and solutions in contrast to the framework-derived importance of geometrical, material and functional features of future artefacts. Lack of occurrences of deep understanding in relating representations by students might be due to them being novices to the design task as the intertwined construction and representation of a future artefact.

[1]  René J. Jorna,et al.  Why representation(s) will not go away: crisis of concept or crisis of theory? , 2001 .

[2]  J. Roschelle.  Learning by Collaborating: Convergent Conceptual Change , 1992 .

[3]  S. Ainsworth.  DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. , 2006 .

[4]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[5]  Herbert A. Simon,et al.  Why a Diagram is (Sometimes) Worth Ten Thousand Words , 1987 .

[6]  Janet L. Kolodner,et al.  Learning by Design from Theory to Practice , 1998 .

[7]  E. Rosch,et al.  Cognition and Categorization , 1980 .

[8]  D. C. Phillips,et al.  On the Science of Education Design Studies , 2003 .

[9]  Stephanie D. Teasley,et al.  The Construction of Shared Knowledge in Collaborative Problem Solving , 1995 .

[10]  R. Cox.  Representation construction, externalised cognition and individual differences , 1999 .

[11]  Reed Stevens,et al.  Divisions of Labor in School and in the Workplace: Comparing Computer and Paper-Supported Activities Across Settings , 2000 .

[12]  P. Rabardel.  Recherches en psychologie et en didactique [Un exemple d'interactions dans l'enseignement du dessin technique] , 1989 .

[13]  Herbert A. Simon,et al.  The Sciences of the Artificial , 1970 .

[14]  Zhengmai Zhao,et al.  Structuring information for design problem solving: Erica de Vries. Eindhoven University of Technology, Eindhoven, The Netherlands. 1994. 155 pp. ISBN 090-386-0014-3 paperback , 1995 .

[15]  Jiajie Zhang,et al.  Representations in Distributed Cognitive Tasks , 1994, Cogn. Sci..

[16]  Anthony Ward,et al.  Design methods in architecture , 1969 .

[17]  Jiajie Zhang,et al.  The Nature of External Representations in Problem Solving , 1997, Cogn. Sci..

[18]  J. Greeno.  On Claims That Answer the Wrong Questions , 1997 .

[19]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .

[20]  Janet L. Kolodner,et al.  Designing to Learn About Complex Systems , 2000 .

[21]  R. Kozma,et al.  The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning , 2000 .

[22]  L. B. Archer,et al.  Systematic method for designers , 1963 .

[23]  Wojciech Tarnowski,et al.  The Structure of the Design Process , 1986 .

[24]  R. Pea.  Practices of distributed intelligence and designs for education , 1993 .

[25]  Wolff-Michael Roth,et al.  Art and Artifact of Children's Designing: A Situated Cognition Perspective , 1996 .

[26]  Jean-Charles Lebahar.  Approche didactique de l'enseignement du projet en architecture : étude comparative de deux cas , 2001 .

[27]  Pierre Vérillon,et al.  Cognition and artifacts: A contribution to the study of though in relation to instrumented activity , 1995 .

[28]  Shaaron Ainsworth,et al.  The functions of multiple representations , 1999, Comput. Educ..

[29]  Alain Jeantet.  Les objets intermédiaires dans la conception. Éléments pour une sociologie des processus de conception , 1998 .

[30]  M. Chi.  Quantifying Qualitative Analyses of Verbal Data: A Practical Guide , 1997 .

[31]  G. Arsac.  La transposition didactique à l'épreuve , 1994 .

[32]  Nigel Cross,et al.  Developments in design methodology , 1984 .

[33]  Richard K. Lowe,et al.  External and internal representations in multimedia learning , 2003 .

[34]  Vinod Goel,et al.  The Structure of Design Problem Spaces , 1992, Cogn. Sci..

[35]  Abbie Brown,et al.  Design experiments: Theoretical and methodological challenges in creating complex interventions in c , 1992 .

[36]  G. Salomon.  Distributed cognitions : psychological and educational considerations , 1997 .