Children’s Drawings about Environmental Phenomena: The Use of Visual Codes

Christidou, Vasilia; Hatzinikita, Vassilia; Dimitriou, Anastasia

doi:10.18848/1836-6236/cgp/v01i01/51504

Cited by 12 publications

(14 citation statements)

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“…The studies about magnetic properties between the ages 4-6 usually tell us a large number of children of this age discover the forces of attraction of magnets on metal objects and the forces of attraction and repulsion between magnets, while they also start to learn which substances are attracted by magnets and which are not. Moreover, children may think that magnets attract all metals or that larger magnets are stronger than the smaller ones (e.g., Piaget & Chollet, 1973;Ravanis, 1994Ravanis, , 1996Fedele, Michelini, & Stefanel, 2005;Papadopoulou & Poimenidou, 2008;Christidou, Hatzinikita, & Dimitriou, 2009;Wilcox & Richey, 2012). Children older than those ages link magnetic properties with gravitational phenomena (e.g., Selman, Krupa, Stone, & Jacquette, 1982;Bradamante & Michelini, 2005;Bradamante & Viennot, 2007), a kind of electricity, pressure of air, magnetic stream, a kind of lighting, rays and heat which are concepts derived from everyday life or education (e.g., Barrow, 1987;Erickson, 1994;Bar, Zinn, & Rubin, 1997;Bar & Zinn, 1998;Herrmann, Hauptmann, & Suleder, 2000;Maloney, O'kuma, Hieggelke, & Van Heuvelen, 2001;Anderson, Lucas, & Ginns, 2003;Ravanis, Pantidos, & Vitoratos, 2009).…”

Section: What the Literature Tells Usmentioning

confidence: 99%

The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions

Okulu¹,

Unver²

2018

IES

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The current research is to give an example to the inquiry-based science teaching implementations for facilitating knowledge acquisition and retention in a short period of time. Thus, the aim of the research is to transfer of acquired knowledge into different situations using sequential inquiry activities, which have challenging questions for inquiry about what the magnetic pole is and how to discover it. The research was designed as a pre-experimental, one-group pre-test/post-test (N=65) with a retention-test. Sequential inquiry-based science activities were applied to provide a series of developmentally appropriate experiences and discussions, which concretely scaffold participant's ideas of magnetism. According to the results, the participants interpreted the magnets and magnetic poles regarding their functions. The common view of the participants was that a magnetic pole should be at the ends. This view is associated with upper-lower or internal-external surfaces for a ring magnet. Finally, with a sphere magnet, both upper-lower or internal-external surfaces have lost their functions and the inquiry begins with the question "How to find the poles of a magnet?" In that process, students get to engage and feel that they do not know something that they should know.

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Section: What the Literature Tells Usmentioning

confidence: 99%

The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions

Okulu¹,

Unver²

2018

IES

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“…Drawings constitute the drawer's representations of mental images, social experiences and emotions and are considered important tools for social investigators especially when combined with other methods (Fernandes et al, 2015;Guillemin, 2004;Horstman et al, 2008;Morrow, 2001;Youssef et al, 2010). They have been used in research exploring children's perceptions in a variety of issues including illness and health (Onyango-Ouma et al, 2004;Piko and Bak, 2006), death (Bonoti et al, 2013;Tamm and Granqvist, 1995), the social environment (Hume et al, 2005;Morrow, 2001) and science (Christidou et al, 2009(Christidou et al, , 2012Pluhar et al, 2009). It has been argued that through drawings, children express with images their understandings of the world and their feelings about it (Pridmore and Bendelow, 1995;Punch, 2002;Thomas and Silk, 1990).…”

Section: Introductionmentioning

confidence: 99%

Children’s perceptions of illness and health: An analysis of drawings

Mouratidi

Bonoti

Leondari

2015

Health Education Journal

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Objective: The purpose of this study was to explore possible age differences in children’s perceptions of illness and health and to what extent these differ from adults’ perceptions. Design: Cross-sectional design. Setting: Selected nursery and primary schools in Greece. Method: The sample consisted of 347 children aged 5–11 years and 114 adults – as a comparison group. Each participant was asked to create two drawings, depicting illness and health respectively, and to give an explanatory title for each. Drawings were categorised into three main categories, depending on the aspect of illness or health depicted, namely biomedical, psychosocial and lifestyle. Results: Older children produced more multifaceted depictions of illness and health than their younger counterparts, while the youngest group had difficulty to represent the two concepts clearly. A comparison of children’s perception of illness and health revealed that the first is perceived mainly as a biomedical phenomenon, while the latter as a psychosocial one. Finally, a comparison of adults’ and children’s representations showed that children understand illness mainly through its biomedical dimensions, unlike adults who seem to prefer to stress psychosocial ones. Conclusions: Knowledge of children’s subjective perceptions of illness and health may be useful in designing health prevention programmes and for medical professionals working with children experiencing chronic illness.

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“…2). We also employ aspects of SFG which have previously been applied in the analysis of words and images (Christidou et al, 2009;Dimopoulos et al, 2003;Kress & van Leeuwen, 2006;Martinec & Salway, 2005), and more specifically for analysing visual representations in science (Tang et al, 2019). An overview of the analytical tools is provided in Table 1.…”

Section: Presentation and Application Of The Frameworkmentioning

confidence: 99%

“…The same applies for visual resources, such as graphs, tables, and diagrams typically used within the discipline. Disciplinary choices in this regard have a degree of formality (In3) (Christidou et al, 2009;Tang et al, 2019)-the use of subject-specific language, symbols, and digits corresponds to high formality, and the use of everyday language and naturalistic images corresponds to lower formality (cf. modality in Kress & van Leeuwen, 2006).…”

Section: Interpersonal Metafunction (In1 In2 In3 and In4)mentioning

confidence: 99%

“…However, studies focusing on students' meaning making through image and writing in multimodal texts 1 are rare, especially in science (for one exception-see Kress et al, 2001). Previous frameworks for analysing student texts in science have mainly focused on: characteristics of drawings (Christidou et al, 2009;Tang et al, 2019), descriptive illustrations (Kress et al, 2001), abstraction levels (Park et al, 2020), and drawings and writing as a basis for assessment (e.g., Wilson & Bradbury, 2016). 2 Furthermore, a few studies have focused on the relation between image and writing in student texts (Kress et al, 2001) and teaching resources (Unsworth, 2004(Unsworth, , 2007.…”

Section: Introductionmentioning

confidence: 99%

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Analysing Multimodal Texts in Science—a Social Semiotic Perspective

2021

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Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to interpret and use different semiotic resources. There have been calls for extensive frameworks that enable analysis of multimodal texts in science education. In this study, we combine analytical tools deriving from social semiotics, including systemic functional linguistics (SFL), where the ideational, interpersonal, and textual metafunctions are central. In regard to other modes than writing—and to analyse how textual resources are combined—we build on aspects highlighted in research on multimodality. The aim of this study is to uncover how such a framework can provide researchers and teachers with insights into the ways in which various aspects of the content in multimodal texts are communicated through different semiotic resources. Furthermore, we aim to explore how different text resources interact and, finally, how the students, or authors of teaching resources, position themselves in relation to the subject. Data consist of one student text and one teaching resource text, both comprising drawn and written elements in combination with symbols. Our analyses of the student text suggest that the proposed framework can provide insights into students’ content knowledge and, hence, how construction of multimodal texts may be a useful tool for formative assessment. When it comes to teaching resources, the framework may be a useful tool for teachers when choosing resources, particularly in relation to students’ possibilities of meaning making when engaging with such texts, but also, as a basis for classroom discussions.

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Children’s Drawings about Environmental Phenomena: The Use of Visual Codes

Cited by 12 publications

References 0 publications

The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions

The Process of Facilitating Knowledge Acquisition and Retention: An Inquiry into Magnetic Poles with Challenging Questions

Children’s perceptions of illness and health: An analysis of drawings

Analysing Multimodal Texts in Science—a Social Semiotic Perspective

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