ABSTRACT

In order to investigate the impact of science drawing instruction in a first-grade unit on carnivorous plants (CPs), we analysed student-produced drawings after explicit instruction in drawing scientifically (n=38), as well as compared their drawings with students in a previous implementation (year 1) who did not experience explicit drawing instruction (n=31). The year 2 students experienced a science unit using multiple modes of representation (MMR) that began with a class session focused on the scientific purposes of observational drawings, including the use of labels as a science convention of communication in visual representations. Students who participated in the unit with explicit drawing instruction increased the number of structures and labels that they included when comparing their pre- and post-unit drawings, and included a statistically significant higher number of elements and labels than their year 1 peers. The results indicate that the explicit drawing instruction served as a semiotic tool for students as they constructed meaning about the structure and function of CPs, as well as supported early primary students in engaging in the epistemic practice of drawing for science communication. Implications of the study include the importance of incorporating explicit drawing instruction into science units involving student-generated drawing.

摘要

为了调查一年级单元的科学绘画教学对食肉植物 (CP) 的影响，我们在明确科学绘画教学后分析了学生制作的绘画（n = 38），并将他们的绘画与学生进行了比较。以前的实施（第 1 年）没有经历过明确的绘图指导（n=31）。2 年级学生体验了一个使用多种表示模式 (MMR) 的科学单元，该单元从专注于观察绘图的科学目的的课程开始，包括使用标签作为视觉表示中交流的科学惯例。参与单元的明确绘图指导的学生在比较单元前后的绘图时增加了结构和标签的数量，并且包含的​​元素和标签数量在统计上显着高于第一年的同龄人。结果表明，显式绘图指令作为为学生提供符号学工具，因为他们构建了关于 CP 的结构和功能的意义，并支持早期小学生参与科学传播绘画的认知实践。该研究的意义包括将明确的绘画指导纳入涉及学生生成的绘画的科学单元的重要性。