article Potential of Sketchnoting as Tool to Support Learning for Geography
Stela Csachová, Daniela Kidonová
information
year: 2021
issue: 3
fulltext: PDF
online publishing date: 8/12/2021
DOI: 10.14712/25337556.2021.3.2
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
Sketchnoting is a method of non-linear note-taking using text and visual elements. The product of sketchnoting is a sketchnote – a visual-textual object that captures information from the words heard. Information is represented by text, symbols, arrows, frames, and other visual elements. Sketchnoting emanates from the theory of dual coding and the theory of multimedia learning, which are based on the fact that a learner retains information more permanently if he/she processes it verbally and visually at the same time. Sketchnoting is applicable to the learning process, as in the course of creation of a sketchnote, a learner concentrates, thinks and evaluates what to record, distinguishes the relevance of information, and works with his/ her imagination. In this paper, we address sketchnoting as a tool to support learning and it shows examples from the content of the subject of geography. With this paper, our aim is to disseminate this method to geography teachers.
keywords
geography, note-taking, sketchnoting, learning
fulltext (PDF )
References
BLÁHA, J. D. (2018). Vizuálie a jejich vliv na vnímání světa kolem nás. Geografické rozhledy, 28(2), 4–7.
BRATASH, V., S., RIEKHAKAYNEN, E., I., & PETROVA, T. E. (2020). Сreating and processing sketchnotes: a psycholinguistic study. Procedia Computer Science. 176, 2930–2939. https://doi.org/10.1016/j. Procs.2020.09.210
BUZAN, T., & BUZAN, B. (2012). Myšlenkové mapy: probuďte svou kreativitu, zlepšete svou paměť, změňte svůj život. 2. vyd. Brno: BizBooks.
CLARK, J., M., & PAIVIO, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076
FERNANDES, M. A., WAMMES, J. D., & MEADE, M. E. (2018). The Surprisingly Powerful Influence of Drawing on Memory. Current Directions in Psychological Science, 27(5), 302–308. https://doi.org/10.1177/0963721418755385
FERNÁNDEZ-FONTECHA, A., O‘HALLORAN, K. L., WIGNELL, P., & TAN, S. (2020). Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics and Education, 55. https://doi.org/10.1016/j.linged.2019.100788
GANAJOVÁ, M. a kol. (2021). Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach.
GANSEMER-TOPF, A., & PAEPCKE-HJELTNESS, V. (2019). Using and assessing sketchnoting as a pedagogical tool. Conference Presentation. https://doi.org/10.13140/RG.2.2.16485.55525
GANSEMER-TOPF, A., PAEPCKE-HJELTNESS, V., RUSSELL, A., E., & SCHILTZ, J. (2019). „Drawing“ your own conclusions: Sketchnoting as a Pedagogical Tool for Teaching Ecology. Innovative Higher Education, 46, 303–319. https://doi.org/10.1007/s10755-020-09542-6
HEIDEMAN, P. D., FLORES, K. A., SEVIER, L. M., & TROUTON, K. E. (2017). Effectiveness and adoption of a drawing to-learn study tool for recall and problem solving: Minute sketches with folded lists. Life Sciences Education, 16(28), 1–13. https://doi.org/10.1187/cbe.16-03-0116
Inovovaný Štátny vzdelávací program. (2015). Bratislava: Štátny pedagogický ústav. https://www.statpedu.sk/sk/svp/ inovovany-statny-vzdelavaci-program/inovovany-svp-gymnazia-so-stvorrocnym-patrocnym-vzdelavacimprogramom/
JANKO, T., KNECHT, P., KUČEROVÁ, S. R., & BLÁHA, J. D. (2018). Vizuálie v geografickém vzdělávaní: přehledová studie. Scientia in educatione, 9(2), 4–21. https://doi.org/10.14712/18047106.1027
KAROLČÍK, Š., & MURTÍNOVÁ, L. (2013–2014). Pojmové mapy a nástroje na ich tvorbu. Geografické rozhledy, 23(4), 12–14.
KIDONOVÁ, D. (2021). Využitie skečnoutingu vo vyučovaní geografie (diplomová práca). Košice: Univerzita Pavla Jozefa Šafárika v Košiciach.
MAYER, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41, 31–48. https://doi.org/10.1017/CBO9780511816819.004
MOSLEH, M., & BABA, M., S. (2013). Overview of Traditional Note Taking. Educational Psychology Review, 1–28.
NOVAKOVOVÁ, B. (2015). Možnosti vizualizácie v procese učenia. Bratislava: Metodicko-pedagogické centrum v Bratislave.
PAEPCKE-HJELTNESS, V., MINA, M., & CYAMANI, A. (2017). Sketchnoting: A new approach to developing visual communication ability, improving critical thinking and creative confidence for engineering and design students. Paper presented at IEEE Frontiers in Education Conference. https://doi.org/10.1109/FIE.2017.8190659
PAPÍK, M. (1973). Náčrty vo vyučovaní zemepisu. Bratislava: SPN.
PETROVA, T. E., RIEKHAKAYNEN, E. I., & BRATASH, V. S. (2020). An Eye-Tracking Study of Sketch Processing: Evidence From Russian. Frontiers in Psychology. Procedia Computer Science, 176, 2930–2939. https://doi.org/10.3389/fpsyg.2020.00297
PILLARS, W. (2016). Visual note-taking for educators: A teacher‘s guide to student creativity. New York: W. W. Norton & Company.
RHODE, M. (2015). Příručka skečnoutingu: Ilustrovaný průvodce tvorbou vizuálních poznámek. Brno: Jan Melvil Publishing.
SCHUBERTOVÁ, R. & BEDNÁROVÁ, M. (2018). Využitie pojmového mapovania pri skúmaní predstáv žiakov a študentov o prepojení orgánových sústav. Scientia in educatione, 9(1), 104–121. https://doi.org/10.14712/18047106.999
ŠPRINGEROVÁ, P. (2017). Fenomén live visual recording a metoda sketchnoting (bakalárska práca). Brno: Masarykova univerzita.
TRAHORSCH, P. (2018). Skečnouting: tvorba vizuo-textového zápisu. Geografické rozhledy, 27(5), 26–28.