Literaturnachweis - Detailanzeige
| Autor/inn/en | Areljung, Sofie; Skoog, Marianne; Sundberg, Bodil |
|---|---|
| Titel | Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms |
| Quelle | In: Research in Science Education, 52 (2022) 3, S.909-926 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Areljung, Sofie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0157-244X |
| DOI | 10.1007/s11165-021-10036-4 |
| Schlagwörter | Early Childhood Education; Freehand Drawing; Science Activities; Science Curriculum; Young Children; Semiotics; Early Childhood Teachers |
| Abstract | This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are: (1) made available by the teacher; and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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