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Teaching for emergent disciplinary drawing in science?: Comparing teachers’ and children’s ways of representing science content in early childhood classrooms
Umeå University, Faculty of Social Sciences, Department of applied educational science. (RECEUM; UmSER)ORCID iD: 0000-0001-7273-5442
School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
School of Science and Technology, Örebro University, Örebro, Sweden.
2022 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 52, p. 909-926Article in journal (Refereed) Published
Abstract [en]

This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children’s drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children’s ‘emergent disciplinary drawing’ in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that ‘emergent disciplinary drawing’ is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.

Place, publisher, year, edition, pages
Springer, 2022. Vol. 52, p. 909-926
Keywords [en]
Activity theory, teacher views, visual representations
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-190278DOI: 10.1007/s11165-021-10036-4ISI: 000729005700001Scopus ID: 2-s2.0-85122140904OAI: oai:DiVA.org:umu-190278DiVA, id: diva2:1619293
Funder
Swedish Research Council, 2016-03868Available from: 2021-12-13 Created: 2021-12-13 Last updated: 2022-09-28Bibliographically approved

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Areljung, Sofie

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Citation style
  • apa
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  • Other locale
More languages
Output format
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