This study contributes to our understanding of meaning making in CSCL environments by examining a specific aspect of collaborative problem solving in which students improvise, introduce, and make meaning with representations in disciplinary domains. These situations include the embodied and imaginative processes of discovering new representational possibilities and artifact meanings. Much of the research on student-generated representations examines situations in which students are asked by a teacher or researcher explicitly to produce representations. However, we need more knowledge about how students within CSCL settings introduce representations from outside of the designed environment or intended task in order to solve a problem. To unpack the processes of collaborative improvisation and meaning making, we take a sociocultural stance towards imagining. This stance involves considering the socially and materially situated ways that participants express new possibilities and alternative situations that extend beyond the present reality. Focusing on a specific task based on maps as disciplinary representations, we analyze video data of upper secondary physics students working in small groups in a co-located CSCL environment. To characterize shifts across boundaries of several modalities including the verbal and gestural, digital and physical, and 2-dimensional and 3-dimensional, we identify emergent representations as imaginative productions. The findings extend current research on collaborative meaning making by bringing attention to the processes through which improvised representations emerge.. This knowledge is key to facilitating the discovery of representational possibilities in CSCL environments.

中文翻译：

---

想像一下CSCL环境中的即兴表示

通过研究协作问题解决的一个特定方面，学生通过即兴学科领域的表现来即兴创作，介绍和表达意义，这项研究有助于我们对CSCL环境中意义的理解。这些情况包括发现新的表示可能性和人工制品含义的体现和想象过程。关于学生生成的表征的许多研究都研究了教师或研究人员明确要求学生产生表征的情况。但是，我们需要更多有关CSCL设置中的学生如何从设计环境或预期任务之外引入表示以解决问题的知识。为了展开协作即兴创作和意义创造的过程，我们对想象力采取社会文化立场。这种立场涉及考虑参与者表达新的可能性和超越当前现实的替代情况的社会和物质定位方式。重点关注基于地图作为学科表示形式的特定任务，我们分析了在同一地点的CSCL环境中以小组形式工作的高中物理学生的视频数据。为了表征跨多种形式的边界的变化，包括言语和手势，数字和物理以及二维和三维，我们将新兴的表示形式确定为富有想象力的作品。这些发现通过引起人们对即兴表达的过程的关注，扩展了当前对合作意义的研究。