Learning about Dynamic Systems by Drawing

The act of drawing as a means of publicly presenting one's ideas is not cognitively neutral. Drawing, perhaps in a way that is somewhat like self-explanation, influences knowing and learning. It can help learners evaluate and transform their understanding, help them communicate their ideas, and be a motivating and highly engaging way to process and express scientific concepts. Asking learners to draw when they are exploring dynamic systems can be highly beneficial. Yet analyses of drawings may depend on learners‘ accompanying speech and gestures. Learners also benefit from pedagogical and technological support in making drawings that support modeling. This symposium draws together research on how people use drawings when learning about dynamic systems. It explores different theoretical frameworks for analyzing drawings, their impact, interactions with prior knowledge, and the different roles drawing can play in learning and asks how learning by drawing can be enhanced.