[{"_id":"project:2086","_type":"project","abstract":{"en":"The purpose of this project is to generate knowledge about the pedagogical potentials and limitations of drawing in science education. We specifically aim to contribute knowledge about how and why drawing can contribute to science teaching and learning in school year 1-3. We also aim to contribute examples of new ways of visually representing science concepts, beyond science education conventions. The project responds to a need to involve teachers’ voices in research that concerns drawing in science education. Significant for the project is that it will be conducted in teams that include primary teachers, arts educators, and researchers in both science education and literacy. Three such teams will meet six times each over the project’s four-year period. The focus of the first four meetings is on developing and evaluating formative teaching interventions. Between meetings, teachers implement the interventions in their classroom, while researchers video record classroom interactions and document the students’ drawings, to inform analysis and the team’s further development of teaching. Our analysis builds on a ‘social semiotic approach to multimodality’, considering drawing as one of many modes important to students’ learning in science. In the final two meetings, the team will discuss the researchers’ preliminary results. Our ambition is that the project will contribute a pedagogical vocabulary and practical repertoire for teaching and assessing drawing in science class."},"project_id":"2019-03429_VR","identifier_short":"2019-03429","dates":{"start_date":"2020-01-01","end_date":"2023-12-31"},"organizations":[{"funding":[{"_id":2,"id":"202100-5208","sv":"Vetenskapsrådet","en":"Swedish Research Council"}]},{"coordinating":[{"_id":715,"id":"202100-2874","sv":"Umeå universitet","en":"Umeå University"}]}],"people":[{"project_leaders":[{"_id":"authority-person:65037","orcid":"0000-0001-7273-5442","name":"Areljung, Sofie","role":"principal_investigator","affiliation":[{"_id":715,"id":"202100-2874","sv":"Umeå universitet","en":"Umeå University"}]}]},{"other_personnel":[]}],"tags":[{"_id":11744,"id":"50302","sv":"Didaktik","en":"Didactics"},{"_id":11746,"id":"50304","sv":"Pedagogiskt arbete","en":"Pedagogical Work"}],"titles":{"sv":"Rita för att lära och lära sig att rita i lågstadiets NO-undervisning","en":"Drawing to learn and learning to draw in primary school science"},"total_funding":"6000000","type_of_awards":{"sv":"Projektbidrag","en":"Project grant"},"publications":[{"id":"diva2:1935384","type":"article-journal","status":"Published","issued":{"date-parts":[[2026]]},"title":"Sharpening the gaze, sharpening the pencil : supporting observational drawing in primary education","language":"eng","author":[{"family":"Skoog","given":"Marianne","ORCID":"0000-0002-9233-3691","affiliation":[{"name":"Örebro University"}]},{"family":"Areljung","given":"Sofie","ORCID":"0000-0001-7273-5442","localId":"soearg02","affiliation":[{"id":"5301","name":"Umeå universitet, Institutionen för tillämpad utbildningsvetenskap"}]},{"family":"Andersson","given":"Johanna","ORCID":"0000-0002-8709-8551","affiliation":[{"name":"Linköping University"}]},{"family":"Hermansson","given":"Carina","ORCID":"0000-0002-7357-0122","affiliation":[{"name":"University of Borås"}]},{"family":"Sundberg","given":"Bodil","ORCID":"0000-0002-7747-0647","affiliation":[{"name":"Linnaeus University"}]}],"abstract":"This article explores how teachers can support students’ observational drawing skills in the biology classroom. The article is based on classroom data from a collaborative project involving primary school teachers, arts educators, and researchers. Together, we have planned and implemented classroom interventions, aiming to contribute knowledge about the pedagogical potentials of drawing in science. In this article, we analyse one teacher’s way of teaching observational drawing to 8-year-old students. Our analysis reveals two main teaching emphases: (1) the interplay between observing and drawing and (2) the visual characteristics of natural objects, particularly the shape, colour, and specific details of different species. Our findings provide valuable insights for educators who seek to integrate observational drawing into science education. First, we highlight the significance of the teacher’s content knowledge in biology, as it corresponds to the ability to guide students’ attention to specific details in natural objects. Second, we show the pedagogical potential of providing explicit feedback during the drawing process in terms of encouraging students to make detailed and realistic drawings while also making them visually engaging. Lastly, we show that the teacher makes use of verbal, bodily, and visual resources to create a collaborative space for communication around student drawings.","DOI":"10.1080/00219266.2025.2452188","ScopusId":"2-s2.0-85216795070","NBN":"urn:nbn:se:umu:diva-235117","issue":"1","volume":"60","page":"46-59","container-title":"Journal of Biological Education","ISSN":"2157-6009","keyword":"biology education; social semiotics; species knowledge; teaching strategies; visual representations","publisher":"Routledge","published":[{"raw":"2025-02-06T15:13:00.000+01:00"}],"created":[{"raw":"2025-02-06T15:13:47.725+01:00"}],"updated":[{"raw":"2026-03-31T13:24:14.614+02:00"}],"URL":"https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-235117"},{"id":"diva2:1915335","type":"article-journal","status":"Published","issued":{"date-parts":[[2025]]},"title":"Co-drawing to learn in science","language":"eng","author":[{"family":"Areljung","given":"Sofie","ORCID":"0000-0001-7273-5442","localId":"soearg02","affiliation":[{"id":"5301","name":"Umeå universitet, Institutionen för tillämpad utbildningsvetenskap"}]},{"family":"Andersson","given":"Johanna","ORCID":"0000-0002-8709-8551","affiliation":[{"name":"Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden"}]},{"family":"Hermansson","given":"Carina","ORCID":"0000-0002-7357-0122","affiliation":[{"name":"Department of Educational Work, University of Borås, Borås, Sweden"}]},{"family":"Skoog","given":"Marianne","ORCID":"0000-0002-9233-3691","affiliation":[{"name":"School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden"}]},{"family":"Sundberg","given":"Bodil","ORCID":"0000-0002-7747-0647","affiliation":[{"name":"Department of Biology and Environmental Science, Linnaeus University, Kalmar, Sweden"}]}],"abstract":"This article is about the pedagogical potentials and challenges of co-drawing in science education. It builds on video data from three primary school classrooms where students worked in pairs to draw some science content on a shared paper. Grounded in a sociomaterialist approach, we analyse how students, drawing tools, paper templates, visual resources, and science concepts collaborate during drawing activities. Our findings reveal that even though two students share a paper they do not necessarily negotiate their understandings of the science content they are asked to draw. For example, one student may shape a verbal and visual narrative about the science content with little input from the other, or negotiations may focus more on drawing techniques and composition than on understanding the science content. However, the article identifies a promising scenario in terms of science learning opportunities, when both students draw within a confined space on the paper. In such cases, it seems that science learning emerge while drawing and that both students are involved in a joint learning process.","DOI":"10.1007/s11165-024-10217-x","ScopusId":"2-s2.0-85209593239","NBN":"urn:nbn:se:umu:diva-232050","volume":"55","page":"1189-1204","container-title":"Research in science education","ISSN":"1573-1898","keyword":"collaborative learning; drawing; science education; sociomaterialist approaches","publisher":"Springer Nature","published":[{"raw":"2024-11-22T10:46:00.000+01:00"}],"created":[{"raw":"2024-11-22T10:46:49.764+01:00"}],"updated":[{"raw":"2025-12-10T13:55:16.645+01:00"}],"URL":"https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-232050"},{"id":"diva2:1694197","type":"paper-conference","issued":{"date-parts":[[2022]]},"title":"Two children, one paper, two pencils : co-drawing science explanations","language":"eng","author":[{"family":"Areljung","given":"Sofie","ORCID":"0000-0001-7273-5442","localId":"soearg02","affiliation":[{"id":"5301","name":"Umeå universitet, Institutionen för tillämpad utbildningsvetenskap"}]},{"family":"Andersson","given":"Johanna","affiliation":[{"name":"Linköping University, Sweden"}]},{"family":"Hermansson","given":"Carina","ORCID":"0000-0002-7357-0122","affiliation":[{"name":"University of Borås, Sweden"}]},{"family":"Skoog","given":"Marianne","affiliation":[{"name":"Örebro University, Sweden"}]},{"family":"Sundberg","given":"Bodil","ORCID":"0000-0002-7747-0647","affiliation":[{"name":"Örebro University, Sweden"}]}],"abstract":"This presentation examines how children (7-9 years) negotiate scientific and visual meaning when they co-draw a science explanation. Research has shown that the process of drawing is beneficial for students’ meaning-making (Ainsworth et al. 2011) and reasoning (Tytler et al. 2019) in science. Still, previous studies predominately focus on drawing as product - not as process. As Wilmes and Siry (2021), we assume that science learning unfolds in interaction. Moreover, we employ a socio-material perspective on learning and communication (Barad 2007). Acting within a qualitative interpretative paradigm, we analyse video data from six primary school classrooms. Children’s task was to draw a science explanation in pairs. Our analysis focuses on how children engage in the drawing process. First, we excluded the video sound, focusing on whether children participate with pencil, gestures and gaze in the drawing. Second, we added sound, to identify children's discussions about visual and scientific meaning. We informed children and parents about the project before we asked for their consent to participate. During classroom visits, we recurrently asked for children’s consent prior to recording an event.Our preliminary findings show two ways of enacting the task: (1) Both children draw or (2) One child is the main “drawer”, while the other (2a) occasionally breaks in with their pencil, (2b) engages in the process with gaze and gesture but does not draw, or (2c) is not involved in the drawing process. The findings raise questions about how teacher can scaffold children to make co-drawing exercises a joint venture. ","NBN":"urn:nbn:se:umu:diva-199245","page":"19-19","container-title":"30<sup>th</sup> EECERA Annual Conference : Conference proceedings: Book of Abstracts","event":"EECERA 2022, \"Cultures of play: Actors, Affordances and Arenas\", Glasgow, Scotland, August 23-26, 2022","keyword":"science education; representation; multimodality; drawing process; socio-materialism","published":[{"raw":"2022-09-08T16:03:00.000+02:00"}],"created":[{"raw":"2022-09-08T16:03:51.264+02:00"}],"updated":[{"raw":"2023-08-31T09:07:04.932+02:00"}],"URL":"https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-199245"}],"links":[{"type":"pid","link":"https://umu.diva-portal.org/smash/api/project/swecris/project:2086"}]}]