The Effect of Talking Drawings on Five-Year-Old Turkish Children's Mental Models of the Water Cycle

Autor/in	Ahi, Berat
Titel	The Effect of Talking Drawings on Five-Year-Old Turkish Children's Mental Models of the Water Cycle
Quelle	In: International Journal of Environmental and Science Education, 12 (2017) 3, S.349-367 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Foreign Countries; Preschool Children; Teaching Methods; Instructional Effectiveness; Childrens Art; Freehand Drawing; Oral Language; Knowledge Representation; Water; Childhood Attitudes; Beliefs; Coding; Experimental Groups; Control Groups; Cooperative Learning; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Drawing; Zeichnen; Oral interpretation; Mündlicher Sprachgebrauch; Wissensrepräsentation; Wasser; Belief; Glaube; Codierung; Programmierung; Kooperatives Lernen; Türkei
Abstract	The purpose of the current study is to determine the effect of talking drawings on Turkish preschool children's mental models of the water cycle. The study was conducted in the city of Kastamonu, located in the north-west of Turkey. A total of 40 five-year-old preschool children participated in the study in the spring term of the 2015-2016 school year. Within the context of the study, prior to the initiation of the experimental process, the children were asked to illustrate their opinions about the water cycle through drawings. At the end of the experimental process, they were asked once more to draw pictures to depict the water cycle, after which the code differences between the drawings were determined. At the end of the study it was found that, before the initiation of the experimental process, the codes used by the children most frequently within the framework of the water cycle could be presented in rank order as follows: rain (f = 42, 95.4%), cloud (f = 36, 81.8%) and human (f = 24, 54.5%); after the completion of the experimental process, the same rank order was found: rain (f = 39, 88.6%), cloud (f = 39, 88.6%) and human (f = 28, 63.6%). On the basis of the post-test results, the Mann-Whitney U Test was conducted and revealed a significant difference in the children's drawings in favor of the experimental group (U = 28, z = -5.531, p = 0.000, r = 0.8). Thus, it was concluded that the technique of talking drawings had a positive effect on the children's mental models of the water cycle. In light of this finding, it can be stressed that the technique of talking drawings built on both student-student and teacher-student dialogues, and we recommend that a great emphasis be placed on group work in early childhood science education. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01