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.
| Original language | English |
|---|---|
| Pages (from-to) | 1-12 |
| Number of pages | 12 |
| Journal | Journal of Educational Research |
| Volume | 111 |
| Issue number | 2 |
| DOIs | |
| Publication status | Accepted/In press - 2016 Sep 27 |
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Keywords
- Conceptions of learning
- cross-sectional study
- drawing analysis
ASJC Scopus subject areas
- Education
Cite this
Learning illustrated : An exploratory cross-sectional drawing analysis of students' conceptions of learning. / Hsieh, Wen Min; Tsai, Chin Chung.
In: Journal of Educational Research, Vol. 111, No. 2, 27.09.2016, p. 1-12.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Learning illustrated
T2 - An exploratory cross-sectional drawing analysis of students' conceptions of learning
AU - Hsieh, Wen Min
AU - Tsai, Chin Chung
PY - 2016/9/27
Y1 - 2016/9/27
N2 - 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.
AB - 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.
KW - Conceptions of learning
KW - cross-sectional study
KW - drawing analysis
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UR - http://www.scopus.com/inward/citedby.url?scp=84988931709&partnerID=8YFLogxK
U2 - 10.1080/00220671.2016.1220357
DO - 10.1080/00220671.2016.1220357
M3 - Article
AN - SCOPUS:84988931709
VL - 111
SP - 1
EP - 12
JO - Journal of Educational Research
JF - Journal of Educational Research
SN - 0022-0671
IS - 2
ER -