Drawing to learn in STEM Tytler, Russell 2016, Drawing to learn in STEM, in ACER Research Conference 2016 : Improving STEM Learning : What will it take, Australian Council for Educational Research, [Brisbane, Qld.], pp. 45-50. Attached Files Name Description MIMEType Size Downloads Title Drawing to learn in STEM Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Conference name ACER Research. Conference (2016 : Brisbane, Qld.) Conference location Brisbane, Qld. Conference dates 2016/08/07 - 2016/08/09 Title of proceedings ACER Research Conference 2016 : Improving STEM Learning : What will it take Publication date 2016 Start page 45 End page 50 Total pages 6 Publisher Australian Council for Educational Research Place of publication [Brisbane, Qld.] Keyword(s) Drawing to learn STEM Education Summary Scientists, mathematicians and engineers draw and model to create knowledge. This presentation will describe a guided inquiry approach to teaching and learning science that involves students actively creating visual and other representations to reason and explain as they explore the material world. The approach has been successfully used in a number of major professional learning initiatives in Victoria and NSW. Evidence will be presented of increased student engagement and quality learning flowing from the approach, which aligns classroom processes more authentically with processes of imaginative scientific discovery. Examples of activities and student drawings and model construction will be used to unpack the relationship between representation, reasoning and learning. Video evidence including that generated in the Science of Learning Research Centre (SLRC) classroom at the University of Melbourne, equipped with sophisticated video capture facilities, will be drawn on to explore ways in which drawing, gesture and talk are coordinated to imaginatively respond to material challenges. The presentation will explore the alignment of these sociocultural analyses to recent findings from neuroscience. Evidence will be presented that the creation of representations is central to quality learning across the STEM disciplines and for interdisciplinary STEM challenges. Language eng Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category E1 Full written paper - refereed Grant ID DP0770999 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30161026 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Wed, 05 Jan 2022, 17:16:34 EST Wed, 12 Jan 2022, 14:12:18 EST Wed, 12 Jan 2022, 14:29:16 EST Sat, 15 Jan 2022, 05:04:26 EST Mon, 02 May 2022, 16:16:06 EST Mon, 02 May 2022, 16:17:31 EST Mon, 02 May 2022, 16:57:08 EST Mon, 02 May 2022, 17:00:50 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 7 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 05 Jan 2022, 17:16:34 EST