A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science

Julkaisun tekijät: Lamminpää Jaakko, Vesterinen Veli-Matti, Puutio Katja

Kustantaja: Routledge

Julkaisuvuosi: 2020

Journal: Research in Science and Technological Education

Sivujen määrä: 22

ISSN: 0263-5143

eISSN: 1470-1138

DOI: http://dx.doi.org/10.1080/02635143.2020.1839405


Background: Draw-A-Scientist Test (DAST) has been one of the most
used instruments to study conceptions of scientists and science. It has
been especially useful for charting the conceptions of younger children who might lack the skills to express themselves in writing.
However, recent studies suggest that instead of children’s conceptions
of the appearance of scientists, their conceptions about the activities
are more crucial in shaping children’s attitudes towards science.
Purpose: This study describes a new instrument, Draw-A-Science
Comic (DASC), and examines the advantages and disadvantages of
using a comic as a tool to collect data about children’s conceptions
of scientists and science.
Sample: A total of 104 children aged 8 to 13 drew a comic while
attending university’s science camps during the summer of 2017 and
Design and methods: Participants drew a comic about how
science is made. The analysis of the drawings was based on four
main categories: scientific activities, locations of research, appearance of scientists, and emotions and attitudes. Instances for each
category were calculated by two researchers independently.
Qualitative overviews of the categories and the methods used to
convey information were formed.
Results: The children used sequential pictures to depict actions and
processes, speech bubbles to depict dialogue between characters
as well as text captions to provide additional details and clarifications. By drawing comics children were able to have more detailed
illustrations of scientific activities than with a single picture. The
sequential narratives were also used to depict emotions and attitudes related to science.
Conclusions: In contrast to DAST, the DASC provides information
about children’s conceptions and stereotypes regarding scientific
activities even without the use of additional or more explicit prompts.

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Last updated on 2021-24-06 at 08:52