Skip to main content

Appropriate Integration of Children’s Drawings in the Acquisition of Science Concepts

  • Chapter

Abstract

I conducted a study (2011) and found that drawing could also make children’s learning educational and enjoyable. The study was intended to examine pre-service teachers’ perceptions of drawing included in science instruction. Seventy pre-service teachers participated in the study. They worked with 140 young children from ages 4 to 7 across four semesters (fall, 2004, to spring, 2006) from a Midwest comprehensive university.

Keywords

  • Science Education
  • Science Concept
  • Cooperative Communication
  • Trade Book
  • Green Frog

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-94-6300-875-4_12
  • Chapter length: 11 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   49.99
Price excludes VAT (USA)
  • ISBN: 978-94-6300-875-4
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Arizpe, E., & Styles, M. (2003). Children reading pictures: Interpreting visual texts. New York, NY: RoutledgeFalmer.

    Google Scholar 

  • Chang, N. (2007). Embracing drawings in instruction and learning of young children on a scientific concept: A grounded theory. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

    Google Scholar 

  • Chang, N. (2011). What are the roles that children’s drawings play in inquiry of science concepts? Early Child Development and Care, 182(5), 621–637. doi:10.1080/ 03004430.2011.569542

    CrossRef  Google Scholar 

  • Chang, N. (2012). The role of drawing in young children’s construction of science concepts. Early Childhood Education Journal, 40, 187–193. doi:10.1007/s10643-012- 0511-3

    CrossRef  Google Scholar 

  • Chang, N., & Cress, S. (2013). Conversations about visual arts: Facilitating oral language. Early Childhood Education Journal, 42(6), 415–422. doi:10.1007/s10643- 013-0617-2

    CrossRef  Google Scholar 

  • Charlesworth, R., & Lind, D. (2013). Science & math for young children (7th ed.). Albany, NY: Delmar Publishers, Inc.

    Google Scholar 

  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Cox, C. (n.d.). What the research says about literature-based teaching and science. Retrieved from Reading Rockets website: http://www.readingrockets.org/article/42288

  • Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children, 22(2), 55–72.

    CrossRef  Google Scholar 

  • Ebbers, M. (2002). Science text sets: Using various genres to promote literacy and inquiry. Language Arts, 80(1), 40–50.

    Google Scholar 

  • Fello, S. E., Paquette, K. R., & Jalongo, R. (2007). Talking drawings: Improving intermediate students’ comprehension of expository science text. Childhood Education, 83(2), 80–86.

    CrossRef  Google Scholar 

  • Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116.

    CrossRef  Google Scholar 

  • Hopperstad, M. H. (2010). Studying meaning in children’s drawings. Journal of Early Childhood Literacy, 10(4), 430–452. doi:10.1177/1468798410383251

    CrossRef  Google Scholar 

  • Kress, G. R. (1997). Before writing: Rethinking paths to literacy. New York, NY: Routledge.

    Google Scholar 

  • Kress, G. R., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. New York, NY: Routledge.

    Google Scholar 

  • MacKenzie, N. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language and Literacy, 34(3), 322–340.

    Google Scholar 

  • McLeod, S. (2014). Lev Vygotsky. Simply Psychology. Retrieved from http://www.simplypsychology.org/vygotsky.html

    Google Scholar 

  • NAEYC for families. (n.d.). Helping your child build fine motor skills. Retrieved from http://families.naeyc.org/learning-and-development/child-development/help-your-child-build-fine-motor-skills

  • National Council of Teachers of English. (2015). NCTE / IRA standards for the english language arts. Retrieved from http://www.ncte.org/standards/ncte-ira

  • Neuman, S. (2006). How we neglect knoweldge–and why. American Educator, 30(1), 24–27.

    Google Scholar 

  • NSTA. (2014). NSTA position statement: Early childhood science education. Retrieved from http://www.nsta.org/about/positions/earlychildhood.aspx

    Google Scholar 

  • Oken-Wright, P. (1998). Transition to writing: Drawing as a scaffold for emergent writers. Young Children, 53(4), 76–81.

    Google Scholar 

  • Otto, B. (2008). Literacy development in early childhood: Reflective teaching for birth to age eight (3rd ed.). Upper Saddle River, NJ: Pearson Education Inc.

    Google Scholar 

  • Piaget, J., & Inhelder, B. (1966/1971). Mental imagery in the child. New York, NY: Basic Books.

    Google Scholar 

  • Rice, D. C. (2002). Using trade books in teaching elementary science: Facts and fallacies. The Reading Teacher, 55(6), 552–565.

    Google Scholar 

  • Roe, B. D., & Ross, E. P. (2010). The language arts. Retrieved from http://www.education.com/reference/article/language-arts/

    Google Scholar 

  • Strommen, E. (1988). A centure of children’s drawing: The evolution of theory and research concerning the drawings of children. Visual Arts Research, 28, 13–24.

    Google Scholar 

  • Walsh, K. (2003). Basal readers: The lost opportunity to build the knowledge that propels comprehension. American Educator, 27(1), 24–27.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Chang, N. (2017). Appropriate Integration of Children’s Drawings in the Acquisition of Science Concepts. In: Katz, P. (eds) Drawing for Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-875-4_12

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-875-4_12

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-875-4

  • eBook Packages: EducationEducation (R0)