Graphic Representation of Organs
ond Organ Systems: Psychological
View and Developmental Patterns

Bartoszeck, Amauri Betini; Machado, Danielle Zagonel; Amann-Gainotti, Merete

doi:10.12973/ejmste/75177

Cited by 10 publications

(5 citation statements)

References 29 publications

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“…And it is worth noting that the number of drawings with no indicator kept decreasing until adulthood. This finding echoes previous studies asking children to draw the inside of their body and showing that the number of drawings depicting a brain increases gradually between the ages of 4 and 7 (Steward et al, 1982;Eiser and Patterson, 1983;Glaun and Rosenthal, 1987;Reiss and Tunnicliffe, 2001;Reiss et al, 2002;Bartoszeck et al, 2008Bartoszeck et al, , 2011Stears and Dempster, 2017;Andersson et al, 2020). In our study, almost half of the 6-year-olds only drew the outline of the brain, as an empty shape.…”

Section: Discussionsupporting

confidence: 90%

“…As a matter of fact, many studies have used drawing to examine how children conceive the human body, by asking them to draw what they think is "inside their bodies" or "inside themselves" (Steward et al, 1982;Eiser and Patterson, 1983;Glaun and Rosenthal, 1987;Reiss and Tunnicliffe, 2001;Reiss et al, 2002;Bartoszeck et al, 2008Bartoszeck et al, , 2011Stears and Dempster, 2017;Andersson et al, 2020). In these studies, the authors examine which body parts and organs are represented by children aged between 4 and 13.…”

Section: Introductionmentioning

confidence: 99%

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Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

et al. 2022

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Recent studies in neuroeducation highlight the benefits of teaching children about how the brain works. However, very little is known about children's naive conceptions about the brain. The current study examined these representations, by asking 6–10 year-old children (N = 257) and adults (N = 38) to draw a brain and the inside of a belly as a control drawing. The drawings were scored using a content analysis and a list of graphic indicators was derived. First, all the graphic indicators used in the brain drawings were different from those used in the belly drawings, suggesting that children are able to distinguish these two organs. Second, with age, children depict (i) an increasing number of indicators, (ii) more complex indicators, (iii) indicators that are more anatomically correct, to depict the brain. There is an important evolution between 6 and 8 years-old but also between 10 years-old and adults. These results are discussed in relation to children's metacognitive knowledge and to their implications for neuroeducation.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

et al. 2022

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“…The same organs and frequency order were recorded in the international study by Reiss et al (2002Reiss et al ( ) Óskarsdóttir et al (2011 Brain and heart. These organs were also observed by Bartoszeck, Machado, and Amann-Gainotti (2011) in drawings by five-to 11-year-old Brazilian children (N = 396) Dempster and Stears (2014) Digestive organs, bones and the heart connections between the organs. The most common connections, if any were present, were between the heart and veins.…”

Section: Studymentioning

confidence: 80%

What’s in the body? Children’s annotated drawings

Andersson

Löfgren

Tibell

2019

Journal of Biological Education

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This paper presents a study of children's ideas of the body's internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by themselves or, if they were too young to write, with the facilitator's help. The results provide an updated comprehensive picture of children in different age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextualized questions. The importance of providing children with the opportunity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher's interpretation. The connections they draw, and explanations they give to their drawings, have interesting implications for understanding children's ideas, and hence both for teaching and learning and for science education research.

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“…This can be explained by the fact that students obviously learn about organ systems at different ages (Bartoszeck et al, 2011;Reiss & Tunnicliffe, 2001).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Teaching with Anatomical Models in Science Education on Primary School Children s Understanding of Human Organs

Damerau¹,

Beudels²,

Börtitz³

et al. 2022

iejee

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Primary school students often do not have differentiated conceptions of human organs and organ systems. As understanding the inner structure of the human body is an elementary prerequisite for the development of health awareness, appropriate forms of teaching must be developed to modify students’ fragmented preconceptions about the inside of their bodies into scientifically accurate concepts. Anatomical models are considered a medium to raise awareness of organs and their systemic integration; however, only a few studies have investigated their effectiveness in the context of primary school. This intervention study, therefore, examines the effect of anatomical models on the conceptions of inner organs in German primary school students (N = 45) in a pretest, posttest, and follow-up test design with anatomy teaching between pre- and posttests. Concepts were measured using students' drawings in two treatment groups (anatomical models versus anatomical illustrations). While in both treatment groups students' conceptions changed toward more scientific concepts, there was little difference in the changes between the two groups. There were even indications that the students of the control group showed more pronounced increases, for example, in long-term systemic integration of the organs. We discuss the reasons for this and furnish recommendations for effective teaching practices.

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Graphic Representation of Organs ond Organ Systems: Psychological View and Developmental Patterns

Cited by 10 publications

References 29 publications

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

Draw me a brain: The use of drawing as a tool to examine children's developing knowledge about the “black box”

What’s in the body? Children’s annotated drawings

The Effect of Teaching with Anatomical Models in Science Education on Primary School Children s Understanding of Human Organs

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