Initial Skills in Drawing of the Pre-service Biology Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43901383" target="_blank" >RIV/60076658:12410/20:43901383 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.esera.org/publications/esera-conference-proceedings/esera-2019" target="_blank" >https://www.esera.org/publications/esera-conference-proceedings/esera-2019</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Initial Skills in Drawing of the Pre-service Biology Teachers

Popis výsledku v původním jazyce

Observations of biological objects accompanied by their description are natural parts of biology and biology teaching and learning. According to Dempsey &amp; Betz (2001) the drawing is an excellent way to describe an object and it helps to develop change from simple mental models to focus on the identity of specific object. Whilst biologists use drawings in their studies, labs or field research, these drawings have different purpose in the school science. Many research studies support an idea that drawing is the key element in science education. It enables visualization in scientific thinking, helps to organize students’ knowledge, students are more motivated and their understanding and communication competencies are better developed etc. These reasons speak in favour of the use of biological drawing in education. This article deals with the problems of use drawing in teacher training. Initial drawing skills of pre-service primary biology teachers were investigated in this empirical study. Fifty-seven pre-service teachers were asked for making the sketches of selected biological specimens (tick, woodlouse, spider, feather, fish scale) using the microscope and stereomicroscope. Research questions: (1) Are standard rules of biological drawing used by future teachers at the beginning of their studies?; (2) Are students able to visualize typical attributes of specimens?; (3) Are there any typical mistakes in drawings or some attributes preferred in drawing?, and (4) Are there any misconceptions in biological knowledge recognizable from the sketches? Sketches of the pre-service teachers were analysed using the coding tool with respect to the RQs. The tool enabled to follow the individual characteristics of sketches and the data were analysed with basic statistical methods afterwards. The findings show better quality of sketches of the objects prepared in microscope slides in comparison to the objects observed with stereomicroscope. There are many offences against rules and many mistakes in representation of observed reality.

Název v anglickém jazyce

Initial Skills in Drawing of the Pre-service Biology Teachers

Popis výsledku anglicky

Observations of biological objects accompanied by their description are natural parts of biology and biology teaching and learning. According to Dempsey &amp; Betz (2001) the drawing is an excellent way to describe an object and it helps to develop change from simple mental models to focus on the identity of specific object. Whilst biologists use drawings in their studies, labs or field research, these drawings have different purpose in the school science. Many research studies support an idea that drawing is the key element in science education. It enables visualization in scientific thinking, helps to organize students’ knowledge, students are more motivated and their understanding and communication competencies are better developed etc. These reasons speak in favour of the use of biological drawing in education. This article deals with the problems of use drawing in teacher training. Initial drawing skills of pre-service primary biology teachers were investigated in this empirical study. Fifty-seven pre-service teachers were asked for making the sketches of selected biological specimens (tick, woodlouse, spider, feather, fish scale) using the microscope and stereomicroscope. Research questions: (1) Are standard rules of biological drawing used by future teachers at the beginning of their studies?; (2) Are students able to visualize typical attributes of specimens?; (3) Are there any typical mistakes in drawings or some attributes preferred in drawing?, and (4) Are there any misconceptions in biological knowledge recognizable from the sketches? Sketches of the pre-service teachers were analysed using the coding tool with respect to the RQs. The tool enabled to follow the individual characteristics of sketches and the data were analysed with basic statistical methods afterwards. The findings show better quality of sketches of the objects prepared in microscope slides in comparison to the objects observed with stereomicroscope. There are many offences against rules and many mistakes in representation of observed reality.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Electronic Proceedings of the ESERA 2019 Conference. The Beauty and Pleasure of Understanding: Engaging With Contemporary Challenges Through Science Education

ISBN

978-88-945874-0-1

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

1384-1391

Název nakladatele

ALMA MATER STUDIORUM – University of Bologna

Místo vydání

Bologna

Místo konání akce

Bologna

Datum konání akce

26. 8. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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