Learning Through Constructing Representations in Science: A framework of representational construction affordances

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Drawing to reason and learn in science (2020, methodology): “Schwartz (1995) noted the benefits of collaborative drawing, in which the specificity and explicitness of drawings provide opportunities for peers to exchange and clarify ideas.”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Another way to help students focus on structural relations is to productively constrain how students draw by specifying what disciplinary drawing conventions to use (Prain and Tytler 2012).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, methodology): “Furthermore, models such as DeFT (Ainsworth, 2006), IF-SO (Carolan et al., 2008), and RCA (Prain & Tytler, 2012) may not fully explain the intricacies of the processes and reasoning involved when students construct their own representations.”