Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis

Autor/inn/en	Hsieh, Wen-Min; Tsai, Chin-Chung
Titel	Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis
Quelle	In: International Journal of Science Education, 39 (2017) 3, S.274-298 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1280640
Schlagwörter	Science Instruction; Teaching Methods; Case Studies; Positive Attitudes; Middle School Students; Gender Differences; Negative Attitudes; Student Attitudes; Freehand Drawing; Foreign Countries; Elementary School Students; High School Students; Coding; Check Lists; Interrater Reliability; Learning Activities; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Negative Fixierung; Schülerverhalten; Drawing; Zeichnen; Ausland; High school; High schools; Oberschule; Studentin; Codierung; Programmierung; Checkliste; Interrater-Reliabilität; Lernaktivität; Statistische Analyse
Abstract	This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the "Activity" and "Emotions and attitudes" categories in students' drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students' positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders' unfruitful conceptions of science learning warrant educators' attention. Moreover, further investigation of girls' more positive emotions and attitudes found in this study is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01