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ERIC Number: EJ828855
Record Type: Journal
Publication Date: 2009-Feb
Pages: 23
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0950-0693
Drawing, Visualisation and Young Children's Exploration of "Big Ideas"
Brooks, Margaret
International Journal of Science Education, v31 n3 p319-341 Feb 2009
It is in the visualisation of ideas, and the expression or representation of our ideas, that we can bring something more clearly into consciousness. A drawing might be seen as an externalisation of a concept or idea. Drawing has the potential to play a mediating role in the visualisation of ideas and concepts in relation to young children exploring scientific concepts. This paper explores how drawing and visualisation bridges the gap between perception-bound thinking and more abstract, symbolical thinking. It demonstrates how drawing, and the related visualisation that results from drawing, helped children to construct meaning for themselves as well as share their ideas with others and across contexts. A socio-cultural framework is used to examine the dialogic engagement with drawing in relation to young children's exploration of scientific ideas. Drawing and visualisation can assist young children in their shift from everyday, or spontaneous concepts, to more scientific concepts. Drawing also assists young children's interactions and competencies with spatial visualisations, interpretations, orientations and relations. When young children are able to create visual representations of their ideas they are then more able to work at a metacognitive level. When children are encouraged to revisit, revise and dialogue through and with their drawing they are able to represent and explore increasingly complex ideas. (Contains 16 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A