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ERIC Number: EJ1134083
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0950-0693
Exploring Students' Conceptions of Science Learning via Drawing: A Cross-Sectional Analysis
Hsieh, Wen-Min; Tsai, Chin-Chung
International Journal of Science Education, v39 n3 p274-298 2017
This cross-sectional study explored students' conceptions of science learning via drawing analysis. A total of 906 Taiwanese students in 4th, 6th, 8th, 10th, and 12th grade were asked to use drawing to illustrate how they conceptualise science learning. Students' drawings were analysed using a coding checklist to determine the presence or absence of specified attributes. Data analysis showed that the majority of students pictured science learning as school-based, involving certain types of experiment or teacher lecturing. In addition, notable cross-sectional differences were found in the "Activity" and "Emotions and attitudes" categories in students' drawings. Three major findings were made: (1) lower grade level students conceptualised science learning with a didactic approach, while higher graders might possess a quantitative view of science learning (i.e. how much is learned, not how well it is learned), (2) students' positive and negative emotions and attitudes toward science learning reversed around middle school, and (3) female students expressed significantly more positive emotions and attitudes than their male counterparts. In conclusion, higher graders' unfruitful conceptions of science learning warrant educators' attention. Moreover, further investigation of girls' more positive emotions and attitudes found in this study is needed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A