What's in the Body? Children's Annotated Drawings

Autor/inn/en	Andersson, Johanna; Löfgren, Ragnhild; Tibell, Lena A. E.
Titel	What's in the Body? Children's Annotated Drawings
Quelle	In: Journal of Biological Education, 54 (2020) 2, S.176-190 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Löfgren, Ragnhild) ORCID (Tibell, Lena A. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1569082
Schlagwörter	Human Body; Freehand Drawing; Anatomy; Science Education; Preschool Children; Elementary School Students; Scientific Concepts; Time on Task; Age Differences + Suchen Sie Ihr Suchwort? Menschlicher Körper; Drawing; Zeichnen; Anatomie; Naturwissenschaftliche Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeitaufwand; Age; Difference; Age difference; Altersunterschied
Abstract	This paper presents a study of children's ideas of the body's internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by themselves or, if they were too young to write, with the facilitator's help. The results provide an updated comprehensive picture of children in different age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextualized questions. The importance of providing children with the opportunity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher's interpretation. The connections they draw, and explanations they give to their drawings, have interesting implications for understanding children's ideas, and hence both for teaching and learning and for science education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01