Making a Fictitious Animal: 6-7 Year-Old Swedish Children's Meaning Making about Evolution during a Modelling Task

Autor/inn/en	Frejd, Johanna; Stolpe, Karin; Hultén, Magnus; Schönborn, Konrad J.
Titel	Making a Fictitious Animal: 6-7 Year-Old Swedish Children's Meaning Making about Evolution during a Modelling Task
Quelle	In: Journal of Biological Education, 56 (2022) 3, S.323-339 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frejd, Johanna) ORCID (Stolpe, Karin) ORCID (Hultén, Magnus) ORCID (Schönborn, Konrad J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2020.1799843
Schlagwörter	Foreign Countries; Animals; Task Analysis; Concept Formation; Evolution; Scientific Concepts; Teaching Methods; Semiotics; Story Reading; Forestry; Video Technology; Models; Environment; Animal Behavior; Biology; Early Childhood Education; Preschool Children; Art Products; Sweden + Suchen Sie Ihr Suchwort? Ausland; Animal; Tier; Tiere; Aufgabenanalyse; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Forstwissenschaft; Waldwirtschaft; Analogiemodell; Umwelt; Tierverhalten; Biologie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Künstlerische Produktion; Schweden
Abstract	Whereas previous studies show that children are able to make meaning about evolutionary concepts within read-aloud contexts, little is known about how semiotic resources and interaction influence children's meaning making about evolution. This study investigates children's meaning making about evolutionary concepts during a modelling activity conducted after an interactive storybook read-aloud describing the evolution of a foraging trait of a fictitious mammal (the "pilose"). Forty children (13 groups) were videotaped as they produced a clay pilose model, while explaining how they thought their pilose would appear after inhabiting a 'future' environment (mountainous, snowy or forest). A multimodal analysis focused on how children demonstrated their meanings of seven evolutionary concepts described in the book. An eighth concept, 'adaptation to environment', was also often discussed. While all eight concepts emerged, the most frequent concerned survival and adaptation. The eighth concept appeared to serve as a synthesis of children's interpretation of the storybook that highlighted the visible consequences of evolution. The children engaged five interactional resources, dominated by the interactional resource of communicating the concepts in direct relation to their produced pilose models. The findings shed light on how children's representational and relational practices impact making meaning about evolution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01