Scaffold cross-representational integration by sequencing discussion of pictures with concepts from the text before ordering them¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on the dialogue analyses, the article proposes that task design determines whether pupils actively relate text and visuals. Task 1 appeared to "stimulated active integration more strongly because the integration was scaffolded more: first the pictures are discussed using historical concepts from the text, and then the pictures are put in the correct order". Both activities require relating textual information (concepts, causal and temporal relations) to visual information. Tasks where guiding questions make connecting text to image unnecessary elicited far fewer integrative utterances.

Design Implications¶

Context¶

Requirements¶

• Tasks must require learners to draw relations within and across representations; guiding questions should not give the answers away

Constraints¶

• Some situations and developments in history are difficult to represent unambiguously in drawings or diagrams and may be better represented by story, film or animation

Target Learners¶

• pre-vocational secondary pupils working in dyads

Target Learning Goals¶

• integration of textual and visual information
• acquisition of historical knowledge of phenomena and relations

Affordances¶

• Chronological Frame Of Reference History

Claims¶

• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Maaike E. Prangsma, Carla A. M. Van Boxtel, Gellof Kanselaar. (2008). Developing a 'big picture': Effects of collaborative construction of multimodal representations in history. Instructional Science. https://doi.org/10.1007/s11251-007-9026-5