Drawings as Representations of Children's Conceptions

Ehrlén, Karin

doi:10.1080/09500690701630455

Cited by 121 publications

(86 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ehrle´n (2009) used drawings and interviews to assess knowledge of children (aged 6-9), suggesting that this combined method of assessment gave a better indication of a child's concept of the Earth; however, during the interviews, many children modified their drawings in response to the questions asked (Ehrle´n, 2009). To minimise the complications of assessing knowledge from a drawing that may have been produced using different conceptual frameworks (Ehrle´n, 2009;Luquet, 2001), this study assessed and compared the pre-visit drawing with the post-visit drawing from the same child, and, assuming that the conceptual framework and level of skill of the drawer remained unchanged between the two drawings, then the changes in the content of the drawings relate to the learning that had occurred between the pre-visit drawing and the post-visit drawing, as a result of the visit to the Aquarium. O'Byrne (2009) used pre-and post-teaching drawings to assess children's (aged 6-8) learning about wolves, and these paired drawings gave an insight into children's thinking, with the post-teaching drawings showing a significant refinement in concept.…”

Section: Educational Research and Evaluation 267mentioning

confidence: 97%

Assessing informal learning in an aquarium using pre- and post-visit drawings

Cainey

Bowker

Humphrey³

et al. 2012

Educational Research and Evaluation

View full text Add to dashboard Cite

This article discusses learning that occurred during primary school visits to the UK National Marine Aquarium (Aquarium). Before visiting, children were asked to independently create a drawing of marine life off the Devon coast and a drawing of tropical reef marine life, allowing an assessment of prior knowledge. Post-visit, children created another drawing, with changes between the drawings indicating the degree of learning. Visiting children participated in the Aquarium's guided learning programmes, and children were observed to assess engagement and the contribution of provided information to post-visit drawings. Pre-visit drawings showed limited knowledge of local underwater habitats and less knowledge of tropical reef habitats. However, the comparison of post-visit drawings to pre-visit drawings showed that significant informal learning had occurred as a result of participating in a guided visit, demonstrating that the informal science programme at the Aquarium achieves the goal of enhancing knowledge and understanding of marine habitats.

show abstract

Section: Educational Research and Evaluation 267mentioning

confidence: 97%

Assessing informal learning in an aquarium using pre- and post-visit drawings

Cainey

Bowker

Humphrey³

et al. 2012

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…(3) "Imagine a scientist who is working and draw what you have imagined in the space below." The literature suggests that students' drawings can be used to grasp their points of views only by considering the meaning the students themselves give to their own drawings (Ehrlén, 2009). Therefore, students in the present study were also asked to (4) "describe their drawings in detail and describe what the scientist is doing in their drawings."…”

Section: A Modified Version Of the Draw-a-scientist Testmentioning

confidence: 99%

Promoting an Inclusive Image of Scientists Among Students: Towards Research Evidence-Based Practice

Çakmakçı

Tosun

Turgut

et al. 2010

Int J of Sci and Math Educ

View full text Add to dashboard Cite

This study aims at investigating the effects of a teaching intervention, the design of which is informed by evidence from educational theories and research data, on students' images of scientists. A quasi-experimental design with a non-equivalent pre-test-post-test control group (CG) was used to compare the outcomes of the intervention. The subjects of the study were 63 grade 6 (aged 12 and 13) students who were in two different classes and taught by two different teachers. The study was undertaken in ten class hours over a 4-week period, during which the topics related to matter and heat concepts were covered as a part of the regular Turkish Science and Technology Curriculum. Before the intervention, there was no significant difference between the two classes in terms of their achievements in the Science and Technology course (t(63) = −0.943, p 9 0.05). Accordingly, one of the classes was randomly selected as the experimental group (EG). A modified version of the Draw-a-Scientist Test, in conjunction with individual interviews, was used to assess students' images of scientists at the beginning and end of the study. The results showed that students who had followed evidence-informed instruction had significant gains from the pre-test to the post-test regarding their images of scientists compared to students with traditional instruction. Many students in the EG started to view scientists as realistic people rather than as extraordinary people or mythical creatures. Nevertheless, several students in the CG held images of scientists and their work which fit a stereotype of scientists as male, bald, bespectacled, wearing a laboratory coat, working alone in a laboratory environment and having a limited social life. Some possible implications for teaching and further research are discussed.KEY WORDS: evidence-based practice, evidence-informed practice, images of science and scientists

show abstract

“…Where learners generate and publicly share their representations, they learn by critiquing the clarity and coherence of what they and their peers have drawn (32). These windows into student thinking can serve teachers in diagnostic, formative and summative assessment (33,34) (Fig. S2).…”

Section: Drawing To Communicatementioning

confidence: 99%