What are the roles that children’s drawings play in inquiry of science concepts?

Chang, Ni

doi:10.1080/03004430.2011.569542

Cited by 34 publications

(18 citation statements)

References 27 publications

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“…Research has shown that young children's drawings convey their science conceptual understanding at different levels (Chang, 2011(Chang, , 2012. Their drawings can play the role of assessment, teaching and learning, and communication of ideas with adults.…”

Section: Discussionmentioning

confidence: 99%

Collaborative Action Research on the Implementation of a Science Thematic Curriculum for Young Children

Chen¹

2016

Pac Early Child Educ Res Assoc

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Using collaborative action research, this study aimed to explore the practice of implementing a science integrated curriculum in a kindergarten classroom in Taiwan. The author served as a curriculum consultant, and two kindergarten teachers served as co-teachers. The participants were 30 young children.Data sources included classroom observations, interviews, and other documentation. The findings were as follows. (1) The science thematic curriculum was developed from the young children's interest in bats.The kindergarten teachers applied the science thematic approach to integrate science and other content areas in the thematic curriculum focused on the science theme "Bats." (2) The young children learned about the science concepts of bats' characteristics, habits, and habitats, as well as the cultural meaning of bats in the local culture. (3) The kindergarten teachers had to solve problems in science teaching, such as problems related to the children's observation of bats and teachers' content knowledge in science teaching. This study provides us a lens to examine how early childhood teachers implemented a science thematic curriculum in a kindergarten classroom. Recommendations for science teaching in early childhood education are also discussed in the paper.

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Section: Discussionmentioning

confidence: 99%

Collaborative Action Research on the Implementation of a Science Thematic Curriculum for Young Children

Chen¹

2016

Pac Early Child Educ Res Assoc

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“…The use of drawing to support young children's acquisition of science concepts made the learning atmosphere invigorating and enjoyable (Chang 2007, 2011). Freudenheim (2005 viewed drawing, as a natural cathartic expressive medium, which stimulated a positive affective process.…”

Section: Promoting Affective Learningmentioning

confidence: 99%

“…Children's drawings convey their levels of conceptual understandings (Chang, 2007(Chang, , 2011. There is a clear difference between Kevin's first and second drawings of the spider that demonstrate his increased understanding of the science concept in the dimension of Characteristics of Organisms (NRC 1996).…”

Section: Displaying Various Levels Of Conceptual Understandingmentioning

confidence: 99%

“…Furnishing teachers with information useful for instruction, drawings also offer children milieus in which to construct knowledge (Brenneman and Louro 2008;Chang 1996Chang , 2007Chang , 2011Edwards et al 1998;Katz 1998). For instance, even though a science concept central to the lesson had already been determined in light of Kevin's expressed interest, drawing a picture at the very beginning of the lesson further piqued his curiosity.…”

Section: Promoting Knowledge Constructionmentioning

confidence: 99%

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The Role of Drawing in Young Children’s Construction of Science Concepts

Chang

2012

Early Childhood Educ J

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It has been observed that many young children like making marks on paper and that they enjoy the activity. It is also known that children's drawings are vehicles for expression and communication. Therefore, it would be logical and reasonable for teachers to incorporate children's drawings into building science concepts. To demonstrate how drawings are utilized to help a child to acquire a science concept, the article first presents a vignette of an interaction between an adult and a 5-year-old boy, focusing on the science concept of the physical characteristics of a spider. It is then followed by several analytical explanations of how drawings build children's understandings. Not only are the introduced strategies useful for one-on-one interactive communication, but also applicable to a small group of young children. The article ends with the specifics of how these strategies were applied to a group of four children in their acquisition of the science concept of the water cycle.

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“…Therefore, the use of visual representations can be considered as a teaching strategy which develops children's scientific communication skills (Mishra, 1999). Researchers note that the integration of visual representations (picture, diagram, drawing, table, graphic, map, models, and so on) into the curriculum can help students to relate new knowledge to a structured product, thereby, facilitating the comprehension of content (Chang, 2012;Cox, 2005;Danish & Enyedy, 2007;Van Meter & Garner, 2005;Van Meter et al, 2006;Wilson & Bradbury, 2016).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Students' Use of Visual Learning Representations in Science Classes: A Case Study from Turkey

İnaltekin¹,

Göksu²

2019

Journal of Education in Science, Environment and Health

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The aim of this study was to analyse the kinds and frequency of visual learning representations within 8th grade students' notebooks for science classes. As part of the research, 93 science notebooks which belonged to students from 13 secondary schools in Kars Province (the east of Turkey) were collected at the end of the academic year in 2018. Document analysis, a qualitative research strategy, has been adopted and content analysis technique was used to analyse the collected documents. The results showed that the visual learning representations recorded on students' notebooks were notably different from one unit to another and from one school to another. Moreover, it has been observed that students did not make frequent use of visual representations whilst learning the content. Additionally, the visual learning representations in students' notebooks mostly consisted of the representations used by teachers during classes. These findings suggest that science teachers might have not been successful enough in guiding students to incorporate different visual representations into their learning processes for a better understanding of science subjects.

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What are the roles that children’s drawings play in inquiry of science concepts?

Cited by 34 publications

References 27 publications

Collaborative Action Research on the Implementation of a Science Thematic Curriculum for Young Children

Collaborative Action Research on the Implementation of a Science Thematic Curriculum for Young Children

The Role of Drawing in Young Children’s Construction of Science Concepts

Evaluation of Students' Use of Visual Learning Representations in Science Classes: A Case Study from Turkey

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