Chemistry Reference
In-Depth Information
as a basic element for understanding the structure of an individual
s mind and
thinking processes (Solso,
2005
). Weber and Mitchell (
1996
) define an image to be
“
'
an idea or mental representation, a conception with a visual or physical flavor,
an experiential meaning, a context or history, with a metaphorical, generative
potential” (Weber & Mitchell,
1996
, p. 305).
They suggest that images are produced as a form of text that can be “read” and
understood, because images are believed to possess a communicative function, too.
Weber and Mitchell also showed parallels between drawings and sketches when
compared to text and speech. The goal of written text or speech is to transfer a vivid
mental picture for the reader. A written text paints a picture using words, while
drawings and sketches use lines, curves, and colors to express the same thing
(Weber & Mitchell,
1996
). Bullough, Knowles, and Crow (
1991
) stated that
using images and drawings in the sense of their metaphorical power can both
represent the building blocks of a given person
...
s thinking and also be used as a
'
tool for assessing knowledge.
Wilson and Wilson (
1979
) also stated that image making is an important
characteristic of humans making sense of their environment. Images are
constructed to make sense of experiences and information, so that they can be
communicated to others. Such images (in our case drawings produced by chemistry
teachers and teacher trainees) can be considered to represent an important bundling
of information which can be understood and decoded by researchers. Drawings
usually provide unique insights into human sensemaking which normally are not
easily discernible if written or narrative texts are used. Drawings are useful tools for
expression, since one can portray things which in many cases cannot be textually
described or which deviate widely from typical written or oral descriptions. Draw-
ings and pictures are both helpful instruments for evaluating and bringing to light
teacher identity, which often remains unseen, which is influenced by past and
present experiences, and which may contrast with teachers
stated identities and
practices (Weber & Mitchell,
1996
). However, it should also be stated that drawing
spontaneous images quite often is simply a “snapshot method,” which identifies
rather spontaneous imagery centering around specific aspects of teaching life.
'
2 Drawings in Chemistry and Science Education
in General
The use of drawings as a tool for gaining better insight into psychological processes
is not a new idea in educational research. By the early twentieth century,
Goodenough (
1926
) had already explored children
s drawings in order to evaluate
intelligence. Arnheim (
1956
), Piagret and Inhelder (
1969
), and others also
researched children
'
s intelligence levels and their emotional and cognitive devel-
opment using drawings in various case studies. This has also been the case in
science education. Using Goodenough
'
s(
1926
) “Draw-A-Man-Test” as a starting
'
Search WWH ::
Custom Search