RT info:eu-repo/semantics/article
T1 Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings
A1 Aragón, Lourdes
A1 Ortega Cubero, Inés
A1 Eugenio Gozalbo, Marcia
K1 scientific literacy, motivation, mental models, children’s drawings
AB This study analyzes pre-school children’s mental representations of their idea of a garden, before and afterimplementing an educational project. A total of 39 and 43 pairs of drawings (pre-post) are analyzed in childrenaged four and five years, respectively, using two methods: (1) a quantitative approach, based on counting thefrequency with which elements linked to curricular scientific content appear (sun, water, earth, animals, plantsand trees), and (2) a qualitative approach, based on the degree of richness and specificity of such elements in thedrawings. Both methods provide important information on children’s interest in, and their affective-emotionalrelationship with, the garden and their learning of science. The choice of curricular scientific content that isexplicitly focused on in the garden is considered important from the point of view of teaching, since such contentcan condition the construction of children’s mental models of a garden, as well as scientific content in highereducational stages.
PB Modestum
SN 2633-6537
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/74829
UL https://uvadoc.uva.es/handle/10324/74829
LA eng
NO Aragón, L., Ortega-Cubero, I., & Eugenio-Gozalbo, M. (2023). Are gardens useful for promoting early age science education? Evidence from analysis of children’s drawings. Interdisciplinary Journal of Environmental and Science Education, 19(4), e2320. https://doi.org/10.29333/ijese/13727
NO Producción Científica
DS UVaDOC
RD 23-feb-2025