Abstract
Self-constructed external representation, especially when embedded in peer inter-actions, are supposed to be beneficial in learning and teaching and can positively affect the course and type of reasoning for various reasons, e.g. by providing a ground for explanations and self-explanations, by helping to disambiguate learners' mental models of phenomena, by reducing working memory load, and by increasing and sharing the task focus. This paper reports on the results of research efforts in investigating conditions that are advantageous in collaborative drawing activities in learning scenarios for young students. We describe the design, technical implementation and empirical results of a study with 94 primary school students working on a collaborative drawing task in various conditions that include awareness information, prompting and scripted activities.
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