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Reiß, Michael; Tunnicliffe, Sue Dale

doi:10.1023/a:1013116228261

Cited by 122 publications

(69 citation statements)

References 17 publications

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“…Some advantages of this research method are that it avoids language problems and that children often feel comfortable drawing. Drawings are of special value for students that have difficulties expressing themselves verbally [54], and they can be helpful for those students who are shy or lack language skills [55]. When interpreting drawings, it must be taken into account that there are differences in respect to age and gender [56].…”

Section: Drawings As Study Materialsmentioning

confidence: 99%

‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve

2019

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The primary aim of this qualitative study was to identify the landscapes that 7−12-year old Mexican students (n = 440) would like to conserve by analysing their drawings. Another aim was to determine the environmental relationship and environmental values of 5th and 6th graders (n = 152) by studying their texts. The data were analysed using mixed methods. In this study, landscape is understood as a visual experience of the environment, comprising the visible features of an area. Based on the results, all of the three main landscapes—nature, social and built—were deemed worth conserving. Beyond students’ immediate environment, the polar regions, North America, Australia and Africa were mentioned; Europe and Asia were not. The landscape drawings were realistic and carefully made, and the descriptions attached to them were clearly written. The environmental approach was mainly humanistic, and aesthetic values were appreciated by both genders. Utilitarian values were mentioned more often by boys than girls. The students’ descriptions reflected their environmental relationship, e.g., concern about nature, showing causal relationships, appreciation and affection. Concern or worry was often accompanied by the mention of human’s responsibility in the students’ texts, but they seldom considered their own activities in relation to the environment. The students depicted threats to nature, but they externalized themselves from the mechanisms threatening nature. In addition, they did not show familiarity with natural processes and scientific terminology. The study reveals that it is not only theoretically important to have distinct values, but these also need to be recognized by individuals. If the humans’ pro-environmental actions are to be promoted through education, it is important to study students’ values, as they may be important barriers to behavioral change. As students showed concern about preserving nature, teachers can discuss environmental values and different ways to take action and make changes with them, in order to avoid anxiety.

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Section: Drawings As Study Materialsmentioning

confidence: 99%

‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve

2019

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“…As Reiss and Tunnicliffe (2001) emphasized, in order to reveal a student's mental model completely, we need to interview with all students about their drawings. We warned the students during their drawing but did not probe them later whether they knew anything else or to label their drawings.…”

Section: Discussionmentioning

confidence: 99%

“…Aiming to investigate how students develop their understanding of the human internal organs, Reiss and Tunnicliffe (2001) studied with a total of 158 students in England from six different age groups (ranging from 4 to undergraduates). Students were instructed to draw what they thought was inside themselves on a blank paper.…”

Section: Literature Reviewmentioning

confidence: 99%

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An Investigation of Primary Student Teachers’ Drawings of the Human Internal Organs

Çakici

2018

IJHE

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The aim of this study is to investigate primary student teachers' drawings of the human internal organs, e.g. location, size and presence of organs (heart, lungs, stomach, liver, kidneys, pancreas and intestines etc.) This research was conducted with 104 primary teacher candidates studying in the Faculty of Education at Trakya University during the 2016-2017 academic year. The research data was obtained through the use of drawings and interviews with selected students. The findings revealed that, as expected, all students showed the heart, lungs and stomach in their drawings. The most frequently illustrated other human internal organs were intestines, liver, kidneys, pancreas and spleen, respectively. However, too many of them were not scientifically acceptable in terms of the location and size. The teacher candidates tended to usually draw the stomach, lungs and liver smaller than normal size. There are many points in the students' drawings that need to be underlined by teachers during the teaching-learning process in their classes.

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“…In addition to these changes in strategies and approach, Dikmenli [4] demonstrates that students can reveal what they know and understand through drawings and that this spatial approach addressing can be used to identify misconceptions before they become a hindrance to correct learning. Thus an important tool necessary to address misconceptions in the class would be to have the students draw, at the end of the lesson, a key idea of the lecture [17]- [20]. …”

Section: Introduction: Genetic Concepts and The Stem Disciplinesmentioning

confidence: 99%

Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

Johnson¹,

Jackson²

2015

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Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturallyrelevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.

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Cited by 122 publications

References 17 publications

‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve

‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve

An Investigation of Primary Student Teachers’ Drawings of the Human Internal Organs

Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

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