Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

Areljung, Sofie; Skoog, Marianne; Sundberg, Bodil

doi:10.1007/s11165-021-10036-4

Cited by 9 publications

(14 citation statements)

References 15 publications

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“…Det finns dock inte så mycket forskning om hur lärare använder aktiviteter där barn får rita i den naturvetenskapliga undervisningen. I ett forskningsprojekt har forskare från Umeå universitet och Örebro universitet i två delstudier [1,2] undersökt hur och varför lärare låter barn och elever rita.…”

Section: Gunnar Höstunclassified

“…I den andra delstudien [2] i projektet tittade forskarna Areljung, Skoog och Sundberg närmre på vilka sätt att representera naturvetenskap som lärarna och barnen och eleverna använde. Förutom barnens bilder fotograferade forskarna även det material som lärarna använde, som till exempel böcker, powerpoints och text och bild på whiteboard.…”

Section: Sex Olika Sätt Att Rita I Naturvetenskaplig Undervisningunclassified

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Ritande kan stödja barns och elevers lärande i naturvetenskap

Höst¹

2023

ATENA

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Att rita kan hjälpa barn att lära sig naturvetenskap och om hur bilder används inom naturvetenskapen. Forskare har undersökt hur lärare genomför aktiviteter där barn och elever i yngre åldrar får rita i den naturvetenskapliga undervisningen. Resultaten visar hur upplägget påverkar vilket lärande som blir möjligt. Att lärarens syfte, normer och det material som finns tillgängligt samspelar har betydelse för barns och elevers lärande.

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Section: Gunnar Höstunclassified

Section: Sex Olika Sätt Att Rita I Naturvetenskaplig Undervisningunclassified

Ritande kan stödja barns och elevers lärande i naturvetenskap

Höst¹

2023

ATENA

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“…Indeed, the few teachers who, in the interviews, related drawing to science teaching and learning, were the ones who made explicit use of drawing for science learning in the classroom. In another paper from the same project (Areljung et al, 2021b), it has been highlighted the importance of the drawings produced by teachers. The researchers have found that when a teacher draws a schematic drawing on the blackboard about a plant growth experiment to be conducted, all the children draw it in the same way.…”

Section: Teachers' Readiness To Use Drawings As a Science Teaching St...mentioning

confidence: 99%

“…For example, many images and physical models representing the DS show it just from an external view, and, although these images can be realistic, they do not allow the learner to see the system as a tube, in the way that self-made drawings or physical models can (Uskola et al, 2022). Although this cluster was a minority, the importance of purposefully doing their own drawings in science teaching should be addressed in the training of future teachers, as the importance they give to the strategy could determine their use in science classes (Areljung et al, 2021b).…”

Section: Psts´ Clusters and Educational Implicationsmentioning

confidence: 99%

“…The use of drawings for science learning brings multiple benefits for the students not only in terms of visual skills (García Fernández & Ruiz-Gallardo, 2017), but also in the development of communication, modelling, and reasoning skills (Ainsworth et al, 2011). Few studies have focused on the teacher's role in the use of drawings in science teaching (Areljung et al, 2021a;Areljung et al, 2021b;Monteira et al, 2022), even though the teacher is the key factor for the success or failure of putting any curricular innovation into practice (Mitchener & Anderson, 1989;Tobin et al, 1994). According to the literature, teachers should know how to draw scientific phenomena (Wilson & Bradbury, 2016); and they should be aware of and value the importance of drawing in science education (Areljung et al, 2021a).…”

Section: Introductionmentioning

confidence: 99%

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Early Childhood Pre-Service Teachers’ Readiness for Using Drawing as a Science Teaching Strategy

Achurra

Zamalloa

Uskola

2022

JBSE

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The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69% scored low in knowledge, more than 90% scored high in awareness of the importance and of the usefulness. 28% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. Keywords: early childhood education, drawing science, teachers’ readiness, science education

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Preschool Children’s Agency in Play-activities with Science Content

Henriksson,

Fridberg,

Leden

2024

Early Childhood Educ J

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The Swedish preschool educational tradition is based on a holistic view where care, play, learning, and teaching are intertwined. Previous research argues for the need to develop teaching approaches that simultaneously direct attention towards content and children’s perspectives. The aim of this study is to contribute with knowledge about how preschool children’s agency is supported in activities that integrate play and science, with a special focus on the use of representations. The empirical data consists of video-observations of teachers’ and children’s (2-4-years) participation in activities that integrate play and science. In the analysis, the theoretical framework of Play-Responsive Early Childhood Education and Care (PRECEC) is used. Here, teaching and play are understood as a mutual activity. In these mutual activities, teachers and children are constantly shifting back and forth between as if (fantasy) and as is (reality) (Pramling et al., 2019). Three narratives have been constructed that exemplify how children’s agency is supported in activities that integrate play and science. These narratives highlight how children’s initiatives are given space to evolve and enrich both play and science; how children’s initiatives become valuable for teachers’ opportunities to trigger and further explore science content and; how teacher’s constantly must respond to children’s different initiatives and balance between them. Implications for preschool teachers and preschool practice are discussed in relation to children’s agency in science teaching in preschool.

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Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

Cited by 9 publications

References 15 publications

Ritande kan stödja barns och elevers lärande i naturvetenskap

Ritande kan stödja barns och elevers lärande i naturvetenskap

Early Childhood Pre-Service Teachers’ Readiness for Using Drawing as a Science Teaching Strategy

Preschool Children’s Agency in Play-activities with Science Content

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