Exploring science visually: Science and photography with pre-kindergarten children

Abstract

This paper presents initial findings from a project that explored the use of digital cameras by preschool children in classroom science investigations. Children's science experience was viewed through a multimodal, social semiotic lens. A qualitative approach to data analysis was used to track and codify the visual choices made by the child photographers. This paper characterizes the precise visual choice-making in which the children engaged to compose their photographs. Focusing on one investigation of mixture and separation, the paper contrasts case studies of two of the focal children, arguing that a series of child-composed photographs can be viewed as a visual structuring of perceptual experience. In fact, the photographs provided visual evidence of the children's relationships to the investigation. These photographs are also compared with the children's post-investigation drawings to demonstrate differences in the use of image-as-photograph and image-as-drawing to visually characterize their roles in the science investigation.

Encountering Evolution : Children's Meaning-Making Processes in Collaborative Interactions

“…In addition, these studies have a clear focus on children's verbal expressions. However, if researchers only focus on verbal communication, as most studies within the conceptual understanding tradition do, and do not acknowledge children's non-verbal communication, potential aspects of children's meaning making in science become invisible (Britsch, 2019;Elm Fristorp, 2012).…”

“…Therefore, it is crucial to provide children with different kinds of relevant materials to use as semiotic resources in their meaning making. Similarly, Britsch (2019) argues that children's own photographs of science investigations provide insight into the child's relationship to science inquiry in a way that verbal talk might not do. That is, what is communicated in, for example, a photograph or a drawing, extends and sometimes also opposes what children express verbally.…”

Learning and Practising to Use Digital Cameras in Early Childhood Classrooms

“…Children were observed to benefit from such integration in which they improved their language and literacy skills (Britsch, 2010;Byrnes & Wasik, 2009;Marinak, Strickland, & Keat, 2010) whereby when children talked about their photos, they used richer vocabularies and lengthier sentences (Britsch, 2010); hence, stimulating their literacy knowledge and skills. Additionally, incorporating photography into science lessons can inspire children to engage in scientific investigation using different ways (Britsch, 2019).…”

“…When using digital cameras as a learning tool, of concern is children's competencies in using technology devices such as digital cameras (Pyle, 2013). However, it was proven that children are capable photographers (Barker & Smith, 2012) provided that they were given sufficient time, practice and experience to work with the digital cameras to compose photos (Pyle, 2013;Britsch, 2019) prior to the actual photography task. Additionally, previous studies reported that children are proficient users of digital cameras and are able to self-compose photographs that benefit their learning processes (e.g., Blagojevic & Thomas, 2008;Byrnes & Wasik, 2009).…”

Okul Öncesinde Fotoğrafçılık: Bir Atölye Tasarımı Uygulaması

“…Okul öncesinde fotoğrafçılık atölyesinin başarı durumuna ilişkin bulgular KAVGAOĞLU fotoğraf; fotoğrafın okul öncesi yabancı dil, fen ve teknoloji gibi farklı disiplinlerde bir öğrenme materyali olarak kullanılması; fotoğrafın üstbiliş, akademik kelime bilgisi, risk almayı kolaylaştıran disiplin okur-yazarlığı ile ilişkisi; kanıt temelli ve sorgulamaya dayalı öğrenmeyi sağlaması açısından fotoğraf kullanımı; dijital hikayeleştirme içerisinde fotoğrafın yeri ve önemi bu çalışmalar arasındadır[13][14][15][16][17][18][19][20][21][22][23] .Fotoğraf üretiminin sadece tuşa basmaktan ibaret olmadığını ve bu üretim için gerekli olan asıl cihazın fotoğraf makinesi olduğunu, deneyimlerle gösterebilmek fotoğrafçılık atölye programlarının başarı kriterlerinden en önemlisi İ. T. DOĞAN, D. KAVGAOĞLU olmalıdır. Erzen'in de ifade ettiği gibi fotoğraf üretiminin makinesi olan herkese açık olması onu bir yandan özel yeteneğe sahip olmayanları ötekileştirmeyen bir eşitlik aracı yaparken diğer yandan iyi ya da sanatsal fotoğraf algısını ve pratik üretimini de zorlaştırmaktadır 24 .…”