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1.
Kelli R. Paquette Susan E. Fello Mary Renck Jalongo 《Early Childhood Education Journal》2007,35(1):65-73
Listening and reading comprehension can be assessed by analyzing children’s visual, verbal, and written representations of
their understandings. “Talking Drawings” (McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260–269 is one strategy that enables children to combine their prior knowledge with the new information derived from
an expository text and “translate” those newly-acquired understandings into other symbol systems, including an oral discussion
with a partner, a more detailed drawing, and written labels for the drawing. The Talking Drawings strategy begins by inviting
children to create pre-learning drawings. These initial drawings are a way of taking inventory of a child’s current content
knowledge about a particular topic. After pre-learning drawings are created and shared, children listen to or read an expository
text (e.g., information book, passage from a textbook) on the same topic as their drawing. Pairs of students discuss the information
and either modify their pre-learning drawings to be more detailed or create completely new drawings that reflect the recently-acquired
information. Students are encouraged to label their drawings with words in a diagram or schematic fashion. By evaluating the
“before” and “after” artwork, educators can identify advances in students’ reading and listening comprehension of the terminology,
facts, and principles on a particular topic. 相似文献
2.
This study examined children''s drawings to explain children''s conceptual understanding of plant structure and function. The study explored whether the children''s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings. 相似文献
3.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
4.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
5.
6.
LAURA BARRAZA 《Environmental Education Research》1999,5(1):49-66
Drawings by English and Mexican school children (7 to 9 years old – year three of primary education) were analysed to evaluate their environmental perceptions, and their major expectations and concerns for the future. The analyses considered whether culture and the school ethos with regard to the environment have an effect on the formation of environmental perceptions in young children. A total of 741 drawings were collected from eight schools: three in England and five in Mexico. Results show that children manifest a deep environmental concern in their pictures (37% depicted environmental problems). Children were pessimistic about the future; 54% thought the world will be in worse shape in 50 years time. Mexican children gave significantly greater importance to drawing rural places. Overall, however, children from these two countries, with significant structural and cultural differences, manifested more similarities in their drawings than differences. There was no strong evidence to suggest that children from schools with environmental policies developed a higher concern for environmental issues. Children's drawings are useful tools in providing valuable information for the assessment of children's environmental perceptions. 相似文献
7.
Sylvia Rojas-Drummond Neil Mercer Ellen Dabrowski 《European Journal of Psychology of Education - EJPE》2001,16(2):179-196
Research in Mexican schools, drawing upon earlier research in the UK, has led to the development and use of a method for describing, comparing and evaluating the particular approaches and interactional strategies used by teachers and learners. Using this method, qualitative and quantitative comparisons are made to distinguish between teachers who use a conventional, formal, directive approach when teaching 5-year-old children mathematical skills (called the “Official” method) and those who use a more interactive, collaborative, supportive, “scaffolded” approach to teach similar classes of children (called the “High Scope” method). In an earlier study, we found more competent and independent problem-solving among High/Scope pupils than among their peers taught by the Official method. In the present study, discourse analysis and statistical analysis of the relative frequencies of types of teacher-pupil interaction in the classrooms of two “Official” teachers and two “High’ Scope” teachers are used to explain the improved problem-solving of the “High Scope” pupils. The findings support the view that by creating a more collaborative, scaffolded version of classroom education, teachers can more successfully enable children to develop their own problem-solving skills, learning strategies and curriculum-related understanding. The research also contributes to the development and implementation of methods for promoting a more effective style of teacher-learner interaction in the classroom. 相似文献
8.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
9.
This paper reports research into children's understanding of mountainous landscapes and mountain genesis as revealed in their drawing and modelling representations and in subsequent interviews. A sample of 444 children aged 7‐11 years was drawn from five UK inner-city schools. Comparisons between the younger (7‐9 years) and older (9‐11 years) children showed significant differences in perception, conception and priorities. The naive interpretation of children's drawings and models is questioned: interview data indicated that children use sophisticated techniques to represent mountains and mountain environments. Children are able to interpret stereotypical representations of mountain landscape features they encounter in books and elsewhere. They make use of a range of conventions in their own drawings that are revealed only in subsequent interviews. Research based solely on the interpretation of children's pictures is shown to be problematic and somewhat unreliable. Children perceive the differences between reality and pictorial representation and make full and conscious use of the range of conventions, including stereotypical forms. 相似文献
10.
This study presents young children’s hypotheses about the process of drawing, i.e., it deals with the construction of knowledge in drawing from the child’s perspective. Using both a longitudinal and an exploratory design, the author followed the processes of production and ‘reading’ of drawings developed by six young children, aged 2 to 6, for three years. The author relates constructive studies about children’s drawings with their ideas in each stage of drawing. The results indicate that children conceive of drawing as an object in which action and thought are related. 相似文献
11.
Sue Cox 《The International Journal of Art & Design Education》2005,24(2):115-125
In this article I present some ideas, based on qualitative research into young children's drawing, related to the developing discourse on young children's thinking and meaning making. I question the relationship between perception and conception and the nature of representation, challenging traditional ideas around stage theory and shifting the focus from the drawings themselves to the process of drawing, and thus to the children's own purposes. I analyse examples of my observations (made in naturalistic settings within a nursery classroom) to reveal the range of representational purposes and meaning in children's drawing activity. My analysis shows that, rather than being developmentally determined, the way children configure their drawings is purposeful; children can recognise the power of drawing to represent, and that they themselves can be in control of this. I explore aspects of the process, including transformation and talk to show the importance of understanding drawing in its specific contexts. I show how children's drawing activity is illuminated by the way in which it occurs and the other activities linked to it, presenting drawing as part of children's broader, intentional, meaning‐making activity. As an aspect of the interactive, communicative practices through which children's thinking develops, representation is a constructive, self‐directed, intentional process of thinking in action, through which children bring shape and order to their experience, rather than a developing ability to make visual reference to objects in the world. I suggest that in playing with the process, children are actively defining reality rather than passively reflecting a given reality. 相似文献
12.
Marilyn Fleer 《Research in Science Education》2000,30(2):241-253
This paper presents a study of the design questions that children ask as they work technologically in school. Thirty-nine
school aged children's technological work on “cubby building” is mapped and discussed. Data sources included video recording,
worksamples, photographs with annotations of work in progress and when completed, and ethnographic field notes. The findings
support the view that children's design questions and briefs arise at various points throughout the lesson sequence, demonstrating
the iterative nature of design, make and appraise within and across lessons. The formulation of design questions evolved as
children interacted, negotiated, played and worked in technological ways. For young children, playing with the “product” or
“process” was an important part of working technologically. For the older children, the possession of technological skills
for joining materials to achieve the desired outcome was a key factor. 相似文献
13.
Nicholas Tucker 《Children‘s Literature in Education》1995,26(4):219-229
Nicholas Tucker taught English in comprehensive schools in London before qualifying as an educational psychologist. He is
now a lecturer in developmental psychology at the University of Sussex, with a special interest both in children's reactions
to literature and in the history and present-day status of childhood itself. He has written five books for children as well
as books about children's literature, includingThe Child and the Book: A Literary and Psychological Exploration, reissued in 1990 by Cambridge University Press in their new Canto “Classics” series. 相似文献
14.
This research is the first to assess children’s representation of mixed emotion using a freehand drawing task. Two hundred and forty-one 5–11-year olds completed a drawing and a colour preference task. Children heard a condition appropriate vignette about themselves or a protagonist designed to evoke mixed emotion, and were asked to draw the self or the protagonist experiencing neutral, happy and sad affect. Children who reported mixed emotions after the story also drew themselves or the protagonist experiencing mixed emotion. For mixed emotion, children used red, green and blue more in drawings of the protagonist, and yellow more in drawings of the self. Interestingly, strategies for mixed emotion drawings were similar to those used for happy drawings; more specifically, in drawings of the self, children were particularly more likely to use smiles (for happy and sad drawings) and fewer frowns. Findings are discussed in relation to self-presentational behaviour. 相似文献
15.
Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2010,37(5):329-333
This editorial describes one class’ experience of participating in a community-funded gardening project entitled “Ready, Set,
Grow!” Children at risk who lived in an urban setting were encouraged to plant fruits, vegetables, and flowers in order to
learn about healthy eating and active living. Numerous easy to implement strategies for how educators can replicate this program
and engage young children in a container gardening program in their own classrooms are included throughout the text. 相似文献
16.
Professionalism in early care and education 总被引：1，自引：0，他引：1
Rick Caulfield 《Early Childhood Education Journal》1997,24(4):261-263
Summary Professionalism refers to the utilization of specialized knowledge that its members need to accomplish specific outcomes.
It involves a shared set of skills that are used to improve the quality of caregiving practices and interactions between professional
caregivers and the children and families that they work with in their respective programs. Professionalism is not an end in
itself—a state of being—but an ongoing effort—a process of becoming. New knowledge of children's development needs to be incorporated
into professional caregivers' existing repertoire. Their words and actions do matter greatly. As Neil Postman wrote in his
book,The Disappearance of Childhood, “Children are the living messages we send to a time we will not see”. 相似文献
17.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
18.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
19.
This article considers the impact of the early stages of an international project, Gardens for Life (GfL), on children’s perceptions
of school gardening and on their learning. The project involved 67 schools in England, Kenya and India and focused on the
growing of crops, recognising the importance of both the process and product of this activity in the different countries.
The theoretical framework was derived from consideration of informal learning, and more specifically experiential learning,
drawing on prior research undertaken in the context of school gardening. The research approach is characterised by the use
of concept maps to uncover the characteristically different ways in which children discerned school gardening and to help
to provide insight into their understanding of this activity. It was supported by contextual observation, interviews and children’s
drawings to aid the interpretation and understanding. The study showed a positive impact on learning and on the perceptions
of children towards school gardening in all three countries. It also highlighted the different perceptions, interpretations
and understanding of school gardening in the different cultures and environments, as well as the various aspects of it which
the children themselves highlighted. 相似文献
20.
The present study investigated children’s colour use in drawing tasks specifying single and mixed emotions. One hundred and eighty children (90 girls and 90 boys) between 4?years 11?months and 8?years 1?month (X?=?6?years 6?month) participated. All children completed two test sessions in counterbalanced order. Session A measured emotional understanding and colour use in relation to a brief story. Children’s colour preferences were measured in Session B. Children used colours differentially across the drawing types and varied colour use in relation to depictions of other people and themselves using red and blue when depicting a protagonist with mixed emotions and red when depicting their own experiences of mixed emotion. The findings are discussed in terms of the need for caution when interpreting multiple and singular colour–affect associations in children’s drawings and the need to further investigate children’s understanding and non-verbal expression of mixed emotion. 相似文献