Visualisation of Animals by Children: How Do They See Birds?
Keywords:
Children’s drawings, Children’s understanding of birds
Abstract
Children learn to recognise animals from their earliest years through actual sightings in their own observations of their world, but also through second-hand representations in various forms of media. Young learners begin with a template specimen to which they refer when they see another animal that resembles it, naming the animal accordingly. Gradually, they learn to distinguish members of the subordinate category – bird in the case of the present paper – into subcategories. Accessing their mental model through drawings is one means of discerning their interpretation of both phyla and species. If children of increasing ages are studied, a rationale for the understanding of a such concepts may be forthcoming. The present study investigated children from 6 years to 14 years though interviews, as well as through the drawings on which the paper focuses. As children mature, they observe more and more details about the birds that they see, thus increasing their knowledge not from school but from their own observations outside school.Downloads
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References
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animals?. Journal of Biological Education, 33(3), 142–148.
Tunnicliffe, S. D. & Reiss, M. J. (1999b). Student’s understandings about animal skeletons.
International Journal of Science Education, 21(11), 1187–1200.
Tunnicliffe, S. D., & Reiss, M. J. (2001). What’s inside bodies? Learning about skeletons and other
organ systems of vertebrate animals. IOSTE, Science and technology education: preparing for future citizens, 29 April – 2 May 2001, Paralimni, Cyprus, Vol. 2, 84-94.
Tunnicliffe, S. D., & Reiss, M. J. (1999). Building a model of the environment: How do children see
animals? Journal of Biological Education, 33(3), 142-148.
Tunnicliffe, S. D, Gatt, S., Agius, C., & Pizzuto, S. A. (2008). Animals in the lives of young Maltese
children. Eurasia Journal of Mathematics, Science & Technology. 4(3), 215-221.
Tunnicliffe, S. D., Boulter, C. J., & Reiss, M. J. (2011). Getting children to talk about what they know
of the natural world. Primary Science. 119, 24-26.
Brooks, M. (2009). Drawing, Visualization and Young Children’s Explorations of Big Ideas.
International Journal of Science Education, 31(3), 319–343.
Bruner, J. S. (1964). The course of cognitive growth. American Psychologist, 19(1), 1–15
Buckley, B., Boulter, C., & Gilbert, J. K. (1997). Towards a typology of models for science education. In J. Gilbert (Ed.). Exploring Models and Modelling in Science and Technology Education (pp. 90-105). Reading: University of Reading.
Cardak, O. (2009). Students’ ideas about dangerous animals. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1–15.
Cardak, O. (2009). Science students’ misconceptions about birds. Scientific Research and Essay, 4(12), 1518-1522.
Duit, R., & Glynn, S. (1996). Mental modelling. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in science education in Europe (pp. 166–176). London: Falmer.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary
science. Research into children’s ideas. London: Collins Educational.
Gilbert, J. K. (2005). Visualization a meta-cognitive skill in Science and Science Education. In J. K.
Gilbert (Ed.), Visualization in Science education (pp.9–27). Dordrecht: Springer
Gilbert, J. K., & Boulter, C. (2000). Developing Models in Science Education. Dordrecht: Kluwer.
Hatano, G., & Inagaki, K. (1997). Qualitative changes in intuitive biology. European Journal of
Psychology of Education, 12(1), 111–130.
Inagaki, K. (1990). The effects of raising animals on children’s biological knowledge. British Journal of Developmental Psychology, 8(1), 119–129.
Krampen, M. (1991). Children’s drawings: iconic coding of the environment. New York: Plenum Press.
Luquet, G.-H. (2001 [1927]). Children’s Drawings (Le Dessin Enfantin), trans. A. Costall. London: Free Association Books.
Patrick, P. & Tunnicliffe, S. D. (2011). What Plants and Animals Do Early Childhood and Primary
Students’ Name? Where Do They See Them?. Journal of Science Education Technology, 20(5), 630–642.
Prokop, P., & Tunnicliffe, S. D. (2010). Effects of keeping pets on children’s attitudes toward popular and unpopular animals. Anthrozoös, 23(1), 21-35.
Prokop, P., Kubalto, M. & Francovicova, J. (2008). Slovakian Pupils’ knowledge of, and Attitudes
toward, Birds. Anthrozoös, 21(3), 221–235.
Randler, C. (2009). Learning About Bird Species on the Primary Level. Journal of Science Education and Technology, 18(2), 138–145.
Reiss, M. J., Boulter, C., & Tunnicliffe, S. D. (2007). Seeing the natural world: A tension between
pupils’ diverse conceptions as revealed by their visual representations and monolithic science lessons. Visual Communication, 6(1), 95-110
Symington, D. J., Boundy, K., Radford, T., & Walton, J. (1991). Children’s drawings of natural
phenomena. Research in Science Education, 11(1), 44-51.
Tunnicliffe, S. D. (2000). Developing Field Visits for Facts and Feelings. Field Studies, 9(3), 549-560.
Tunnicliffe, S. D., Lucas, A. M., & Osborne, J. F. (1997). School visits to zoos and museums: A missed educational opportunity? International Journal of Science Education, 19(9), 1039-1056.
Tunnicliffe S. D. & Reiss M. J. (1999a). Building a model of the environment: how do children see
animals?. Journal of Biological Education, 33(3), 142–148.
Tunnicliffe, S. D. & Reiss, M. J. (1999b). Student’s understandings about animal skeletons.
International Journal of Science Education, 21(11), 1187–1200.
Tunnicliffe, S. D., & Reiss, M. J. (2001). What’s inside bodies? Learning about skeletons and other
organ systems of vertebrate animals. IOSTE, Science and technology education: preparing for future citizens, 29 April – 2 May 2001, Paralimni, Cyprus, Vol. 2, 84-94.
Tunnicliffe, S. D., & Reiss, M. J. (1999). Building a model of the environment: How do children see
animals? Journal of Biological Education, 33(3), 142-148.
Tunnicliffe, S. D, Gatt, S., Agius, C., & Pizzuto, S. A. (2008). Animals in the lives of young Maltese
children. Eurasia Journal of Mathematics, Science & Technology. 4(3), 215-221.
Tunnicliffe, S. D., Boulter, C. J., & Reiss, M. J. (2011). Getting children to talk about what they know
of the natural world. Primary Science. 119, 24-26.
Published
2011-12-31
How to Cite
Tunnicliffe, S. D. (2011). Visualisation of Animals by Children: How Do They See Birds?. Center for Educational Policy Studies Journal, 1(4), 63–80. https://doi.org/10.26529/cepsj.406
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