Why and how teachers make use of drawing activities in early childhood science education
Bibliographic Data
| ID | 21589397 |
|---|---|
| Authors | Sofie Areljung (0000-0001-7273-5442, Umeå University, corresponding author), Karin Due (0000-0002-2997-5069, Umeå University), Christina Ottander (0000-0002-5269-1451, Umeå University), Marianne Skoog (0000-0002-9233-3691, Örebro University), Bodil Sundberg (0000-0002-7747-0647, Umeå University) |
| Year | 2021 |
| Volume | 43 |
| Issue | 13 |
| Pages | 2127-2147 |
| Publication date | 2021-09-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2021.1953186 |
| OpenAlex | W3183304794 |
| Language | EN |
| Citations received | 8 |
| References cited | 22 |
Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms
Experiential learning · Learning Sciences · Mathematics education · Pedagogy · Science education · Science learning · Teaching method · Art Education and Development · Creativity in Education and Neuroscience · Digital Storytelling and Education · Engineering · Psychology
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| Unique citing works | 8 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |