Learning Illustrated: An Exploratory Cross-Sectional Drawing Analysis of Students' Conceptions of Learning

Autor/inn/en	Hsieh, Wen-Min; Tsai, Chin-Chung
Titel	Learning Illustrated: An Exploratory Cross-Sectional Drawing Analysis of Students' Conceptions of Learning
Quelle	In: Journal of Educational Research, 111 (2018) 2, S.139-150 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1220357
Schlagwörter	Foreign Countries; Student Attitudes; Learning; Freehand Drawing; Age Differences; Negative Attitudes; Psychological Patterns; Elementary School Students; Secondary School Students; Grade 2; Grade 4; Grade 6; Grade 8; Grade 10; Grade 12; Check Lists; Word Frequency; Context Effect; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lernen; Drawing; Zeichnen; Age; Difference; Age difference; Altersunterschied; Negative Fixierung; Sekundarschüler; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Checkliste; Word analysis; Frequency; Wortanalyse; Häufigkeit
Abstract	Using the draw-a-picture technique, the authors explored the learning conceptions held by students across grade levels. A total of 1,067 Taiwanese students in Grades 2, 4, 6, 8, 10, and 12 participated in this study. Participants were asked to use drawing to illustrate how they conceptualize learning. A coding checklist was developed to analyze the features in the students' drawings. Consistent with previous study, the majority of the students' drawings portrayed learning happening in a traditional classroom that is teacher centered, with students depicted as passive listeners. Additionally, three main findings were obtained: (a) younger students held episodic images of learning as opposed to more mature students, (b) the human agents involved in learning shifted from others to self, and (c) negative emotions and attitudes reached a plateau in Grades 6, 8, and 10. The results of the study suggested possible cognitive and emotional developmental trends that warrant further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01