Journal ArticleDOI
Drawing, Visualisation and Young Children’s Exploration of “Big Ideas”
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TLDR
The authors explored how drawing and visualisation can assist young children in their shift from everyday, or spontaneous concepts, to more abstract, symbolical thinking, and demonstrated how drawing, and the related visualisation that results from drawing, helped children to construct meaning for themselves as well as share their ideas with others and across contexts.Abstract:
It is in the visualisation of ideas, and the expression or representation of our ideas, that we can bring something more clearly into consciousness. A drawing might be seen as an externalisation of a concept or idea. Drawing has the potential to play a mediating role in the visualisation of ideas and concepts in relation to young children exploring scientific concepts. This paper explores how drawing and visualisation bridges the gap between perception‐bound thinking and more abstract, symbolical thinking. It demonstrates how drawing, and the related visualisation that results from drawing, helped children to construct meaning for themselves as well as share their ideas with others and across contexts. A socio‐cultural framework is used to examine the dialogic engagement with drawing in relation to young children’s exploration of scientific ideas. Drawing and visualisation can assist young children in their shift from everyday, or spontaneous concepts, to more scientific concepts. Drawing also assists you...read more
Citations
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A review of research on metacognition in science education: current and future directions
Anat Zohar,Sarit Barzilai +1 more
TL;DR: This article conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000-2012 and indexed in the ERIC database and found that the field of metacognition in science education is in a state of growth and expansion, and that metacognitive is increasingly integrated into research addressing the core objectives of science education.
Journal ArticleDOI
Examining Elementary Students' Development of Oral and Written Argumentation Practices through Argument-Based Inquiry.
TL;DR: The authors employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach.
Journal ArticleDOI
What recent research on diagrams suggests about learning with rather than learning from visual representations in science
TL;DR: This paper explored the trends of representational uses in science instruction, examining 80 research studies on diagram use in science and found a shift in emphasis on learning with rather than learning from representations was evident across the three 5-year intervals considered, mirroring a pedagogical shift from science instruction as transmission of information to constructivist approaches in which learners actively negotiate understanding and construct knowledge.
Journal ArticleDOI
Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings
TL;DR: An early elementary study (K–1) that used children's drawings to examine children's understanding of plant structure and function and the results are presented.
Journal ArticleDOI
Communicating and Thinking Through Drawing Activity in Early Childhood
TL;DR: In this paper, the authors consider drawing as a meaning-making activity that takes place in certain sociocultural contexts to find evidence for its communicative potentials as well as the relationship between thought and drawing in early childhood.
References
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Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
Journal ArticleDOI
Thought and language
TL;DR: From aphasics' self records, common experience, changes in signification of sentences according to a verbal or non-verbal context, animals and non speaking children performances, it seems possible to get some evidence that thought is distinct from language even though there is a permanent interaction between both in normal adult human beings.
Book
The Child's Conception of Space
TL;DR: The nature of space, whether an innate idea, the outcome of experience in the external world, or an operational construction has long been a source of philosophical and speculative psychological discussion.