초등학생의 과학 상상화 특성 및 과학 상상화 그리기에 대한 인식
Characteristics of Science Imaginary Pictures Drawn by Elementary School Students and Their Perceptions of Science Imaginary Drawing
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This study investigated the characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, 5th graders (N=107) were selected from 1 elementary school in Gangwon province and were administered the questionnaires. Some of them were also interviewed deeply. The analyses of the results indicated that most students drew science imaginary pictures in ‘land’ or ‘universe’ of ‘future’ than non-science imaginary pictures. In the academic field, ‘machine’ was most frequently included in their pictures, and ‘earth science’ or ‘building and traffic’ was also frequently included. In addition, half of the pictures included two or more fields. Many students perceived positively the educational benefits of science imaginary drawing upon cognitive, affective, and aesthetic aspects. However, they also had several difficulties in the processes of scientific imaginary drawing such as ‘difficulties in using artistic skills’, ‘difficulties in selecting the subject’, ‘difficulties in imagining’, and ‘difficulties in expressing my thoughts to pictures’. Educational implications of these findings are discussed.
Abstract
This study investigated the characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, 5th graders (N=107) were selected from 1 elementary school in Gangwon province and were administered the questionnaires. Some of them were also interviewed deeply. The analyses of the results indicated that most students drew science imaginary pictures in ‘land’ or ‘universe’ of ‘future’ than non-science imaginary pictures. In the academic field, ‘machine’ was most frequently included in their pictures, and ‘earth science’ or ‘building and traffic’ was also frequently included. In addition, half of the pictures included two or more fields. Many students perceived positively the educational benefits of science imaginary drawing upon cognitive, affective, and aesthetic aspects. However, they also had several difficulties in the processes of scientific imaginary drawing such as ‘difficulties in using artistic skills’, ‘difficulties in selecting the subject’, ‘difficulties in imagining’, and ‘difficulties in expressing my thoughts to pictures’. Educational implications of these findings are discussed.
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