What do primary school students’ drawings tell us about their mental models on marine environments?

Atasoy, Volkan; Ahi, Berat; Balcı, Sibel

doi:10.1080/09500693.2020.1846821

Cited by 10 publications

(7 citation statements)

References 53 publications

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“…In contrast, the evidence presented is consistent with the idea that, before translating their thoughts into drawings, young children intentionally selected concepts and perceptions belonging to the botanical domain from their body of knowledge. This assumption is also supported by previous research [ 6 , 16 , 22 , 23 ], and is consistent with the belief that, before the age of 9, children are already engaged in a process of grasping biological phenomena and plant life.…”

Section: Discussionsupporting

confidence: 91%

Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period

Zaballa

Maestre²,

Villarroel³

2022

Children

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This study analyses the depictions that a sample of young children completed to express their knowledge of plant life at two different times, two years apart. The pictorial content is examined by the complexity of the depictions of flora as well as the range of colour that the children in the sample chose. The study presents the changes that occurred in the children’s illustrations of plants after 24 months. The conclusions are discussed in view of the data that preceding studies provide on the subject of botanical literacy in childhood, and raise the hypothesis that the unexpected results obtained in the study might reflect a learning loss in the understanding of the plant world as a consequence of the school closures that followed the outbreak of the COVID-19 pandemic.

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Section: Discussionsupporting

confidence: 91%

Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period

Zaballa

Maestre²,

Villarroel³

2022

Children

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“…The branches of earth and space science education articles published in SE , JRST and IJSE during the COVID‐19 pandemic (2020–2021) include: indigenous status positively affected for earth/space learning (Cooper & Berry, 2020); geoscience curricula (Donaldson et al., 2020; King, Gorfinkiel, et al., 2021; Corrochano & Gómez‐Gonçalves, 2020; Remmen & Frøyland, 2020; Atasoy et al., 2020); misconceptions about geology (Guffey & Slater, 2020); social‐institutional of science in the Earth, Sun and Moon unit (Akbayrak & Kaya, 2020); climate change (Young et al., 2020; Sezen‐barrie & Marbach‐ad, 2021; Carman et al., 2021; Nyarko et al., 2021; Zummo, 2020), solar system learning progressions (Plummer et al., 2020); a discussion about time within periodicity in the planetarium dome (Marques et al., 2021); and a multiple case study approach to computer simulation classroom orchestration of heat transfer, Earth, and the sun (Magana et al., 2021). This study shows that the branch of earth/space science contributed the least amount of papers compared to the other branches.…”

Section: Resultsmentioning

confidence: 99%

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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“…The data presented indicate that when the frequency with which children draw key elements of plant knowledge, such as flowers, leaves and fruits, is considered, these frequencies cannot be analysed without being broken down by educational level. Previous research has not reported significant differences in relation to gender [ 35 ], but this observation could be a consequence of the fact that during the data analysis, the educational level of the students was not controlled.…”

Section: Discussionmentioning

confidence: 99%

The joint influence of the variables educational level and gender on children's drawings of the plant world

Villarroel,

Antón,

Nuño

et al. 2024

Heliyon

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What do primary school students’ drawings tell us about their mental models on marine environments?

Cited by 10 publications

References 53 publications

Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period

Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

The joint influence of the variables educational level and gender on children's drawings of the plant world

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