scholarly journals Draw-A-Science-Comic: Alternative prompts and the presence of danger

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaakko Lamminpää ◽  
Veli-Matti Vesterinen
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Education ◽  
Age Groups ◽  
Early Years ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Children’S Conceptions ◽  
Two Age Groups

The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

The impact of audience age and familiarity on children’s drawings of themselves in contrasting affective states

2013 ◽  
Vol 37 (3) ◽  
pp. 222-234 ◽  
Author(s):  
Esther Burkitt ◽  
Dawn Watling
Keyword(s):  
Age Groups ◽  
Affective States ◽  
Children's Drawings ◽  
Colour Preference ◽  
Self Presentation ◽  
Children’S Drawings ◽  
The Impact ◽  
Two Age Groups

The present study was designed to investigate the impact of familiarity and audience age on children’s self-presentation in self-drawings of happy, sad and neutral figures. Two hundred children (100 girls and 100 boys) with the average age of 8 years 2 months, ranging from 6 years 3 months to 10 years 1 month, formed two age groups and five conditions ( n = 20). All children completed two counterbalanced sessions. Session 1 consisted of drawing a neutral figure followed by a sad and happy figure in counterbalanced order. The drawing instructions specified the age of the audience (adult vs. child) and familiarity (familiar vs. unfamiliar) differently for each condition. Measures of colour preference were taken in session 2. Certain drawing strategies, such as waving and smiling, varied as a function of audience age and familiarity whilst others, such as colour use, did not. The results are discussed in terms of cue dependency and framework theories of children’s drawings and the need to be aware of specific characteristics of who children are drawing for.

scholarly journals Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 49-70
Author(s):  
Meta Lah
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Schools ◽  
Writing Skills ◽  
Age Groups ◽  
Target Group ◽  
French Language ◽  
Written Compositions ◽  
Two Age Groups

The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group. 

A comparative study of representations about disability in primary school children's drawings: a sociosemiotic approach

2013 ◽  
Vol 23 (5) ◽  
pp. 663-674 ◽  
Author(s):  
Pipini Eleftheriou ◽  
Anastasia G. Stamou ◽  
Anastasia Alevriadou ◽  
Eleni Tsakiridou
Keyword(s):  
Comparative Study ◽  
Primary School ◽  
Children's Drawings ◽  
Children’S Drawings

Evaluation of Graphic-Pictorial Characteristics and Contents in the Representation of Legality

2010 ◽  
Vol 437 ◽  
pp. 550-554
Author(s):  
Francesca Baralla ◽  
Anna Maria Giannini ◽  
Roberto Sgalla
Keyword(s):  
Primary School ◽  
Effective Communication ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Communication Modalities ◽  
Primary School Pupils ◽  
Expressive Strategies

The present study examines how child drawers selectively use a set of potential expressive strategies in accordance with the nature of the topic being depicted. The phenomenological and psychodynamic method in the evaluation of drawing activity may thus be a particularly appropriate way to find interesting relationships between the variables considered. People leave in a world of signs and symbols that are verbal or gestural or, of a variety of other modalities, graphic. Through drawing, it is possible to represent memories, events, propositions, ideas, plans and also properties of the habitus or of the ethos. Several authors 1 2 3 have proposed that children’s drawings are often based on schemata, which seem to relate to the typical representation of the topic in question. This study lies within broader research into the perception of legality and into the relative effective communication modalities. Primary school pupils, aged 7-9 years, took part in the study to assess the graphic style, quality of shapes and colours, and the graphic accuracy of drawings focusing on the representation of legality.

Graphic Indicators of Pedagogic Style in Greek Children's Drawings

2003 ◽  
Vol 97 (1) ◽  
pp. 195-205 ◽  
Author(s):  
Fotini Bonoti ◽  
Plousia Misailidi ◽  
Fotini Gregoriou
Keyword(s):  
Social Distance ◽  
Age Groups ◽  
Central Position ◽  
Diagnostic Validity ◽  
Children's Drawings ◽  
Student Centered ◽  
Age Related ◽  
Children’S Drawings ◽  
Teacher Centered

311 Greek children's drawings of classroom life were employed to investigate the diagnostic validity of this measure in identifying teachers' pedagogic style. The sample was divided into three age groups, 6-, 8-, and 10-yr. olds, who were asked to draw pictures of themselves and their teachers in their classroom. Drawings were scored using as criteria the four graphic indicators (ratings of size, detailing, centrality, and social distance) proposed by Aronsson and Anderson in 1996. Analysis showed three out of the four indicators discriminated teacher-centered vs student-centered pedagogic style. More specifically, in the teacher-centered setting children drew the teacher of dominant size, in a central position, and as remote, while in the student-centered setting the teacher was depicted closer to the student, in a less central position, and less emphasized relative to the student. The findings are discussed with respect to the absence of age-related effects and the possibility of using children's drawings of classroom life as a measure for tapping into children's representations of pedagogic style.

scholarly journals Characteristics of the Romanians' Religiosity Highlighted in Their Children's Drawings

2018 ◽  
Vol 24 (2) ◽  
pp. 394-399
Author(s):  
Daniela Sorea
Keyword(s):  
Primary School ◽  
Social Practices ◽  
Research Topic ◽  
Political Regime ◽  
Western World ◽  
Children's Drawings ◽  
Beliefs And Practices ◽  
Children’S Drawings ◽  
Primary School Pupils

Abstract The religiosity of the contemporary Western World is marked by the process of secularization that strengthens atheism, but it evolves to a post-secular stage of recovering the values of Christianity in models of good social practices. Contemporary Western religiosity is also characterized by the revival of pre-Christian local beliefs and practices and the spread of new, imported forms of spirituality. Religiosity is a hard to tackle research topic, due to the reluctance of people to talk about their beliefs. Analyzing how children draw God is a way to overcome this difficulty. In the former socialist states of Europe, these characteristics intertwine with the effects of exiting from an atheistic programmatic political regime. Theoretical coding of drawings made on request by Romanian primary school pupils in 2004 and 2016 provides information on children's religiosity. They provide information on how Romanians see themselves on account of their religiosity compared to the trends of evolution of Western religiosity, as well as on the effects of introducing religion as a subject of study in Romanian schools

scholarly journals Replicating a study about children’s drawings concerning radiation

2019 ◽  
Vol 6 (1) ◽  
pp. 71 ◽  
Author(s):  
T. Plotz ◽  
F. Hollenthoner
Keyword(s):  
Everyday Life ◽  
Cell Phones ◽  
Children's Drawings ◽  
Nuclear Disaster ◽  
Younger Age ◽  
Children’S Drawings ◽  
The Media ◽  
Computer Monitors ◽  
Fukushima Nuclear Disaster ◽  
Children’S Conceptions

<p class="Textoindependiente21">Radiation surrounds us in various forms and plays a huge role in our everyday life. However, little is known about student and children’s conceptions of this topic. This study is part continuation part replication of the studies carried out by Neumann and Hopf (2013). The method employed in both studies was identical. 459 students drew pictures associated with the concept “radiation” under observation. The resulting motives were subsequently categorized and compared. In this study the children barely associate the concept of “radiation” with the Fukushima Nuclear Disaster. Moreover, a number of differences could be realized when compared to the reference study. For instance, significantly more students drew cell phones and computer monitors in the current study. Additionally, a greater number of drawings related to radioactivity could be observed. Overall, the findings of this work indicate that not only are students exposed to the media at a much younger age, but also more frequently. This leads to the conclusion that more and more children build their own understanding of a particular subject, which could potentially result in misconceptions.</p>

Case's Developmental Model and Children's Drawings

1993 ◽  
Vol 76 (2) ◽  
pp. 371-375 ◽  
Author(s):  
Barbara Bensur ◽  
John Eliot
Keyword(s):  
Intellectual Development ◽  
Age Groups ◽  
Developmental Model ◽  
Developmental Changes ◽  
Children's Drawings ◽  
Visuomotor Integration ◽  
Integration Test ◽  
Children’S Drawings ◽  
Visual Motor ◽  
Drawing Tasks

109 children in four age groups were administered two memory measures designed by Case in 1985, the Beery Visual Motor Integration Test and five drawing tasks from Dennis. Scores on working memory were correlated positively with age; children's drawings corresponded to Case's four developmental substages; and a direct relationship was found between the children's drawings and their performance on the psychometric measure of visuomotor integration. These findings are interpreted as evidence that important developmental changes in children's drawing can reliably illuminate changes in intellectual development.

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