Replicating a study about children’s drawings concerning radiation
Radiation surrounds us in various forms and plays a huge role in our everyday life. However, little is known about student and children’s conceptions of this topic. This study is part continuation part replication of the studies carried out by Neumann and Hopf (2013). The method employed in both studies was identical. 459 students drew pictures associated with the concept “radiation” under observation. The resulting motives were subsequently categorized and compared. In this study the children barely associate the concept of “radiation” with the Fukushima Nuclear Disaster. Moreover, a number of differences could be realized when compared to the reference study. For instance, significantly more students drew cell phones and computer monitors in the current study. Additionally, a greater number of drawings related to radioactivity could be observed. Overall, the findings of this work indicate that not only are students exposed to the media at a much younger age, but also more frequently. This leads to the conclusion that more and more children build their own understanding of a particular subject, which could potentially result in misconceptions.
Brown, J. M., Henderson, J., & Armstrong, M. P. (1987). Children's perceptions of nuclear power stations as revealed through their drawings. Journal of Environmental Psychology, 7(3), 189-199, http://dx.doi.org/10.1016/S0272-4944(87)80029-4.
Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw‐a‐Scientist Test. Science Education, 67(2), 255-265. https://doi.org/10.1002/sce.3730670213
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essays, 5(2), 235-247.
Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children's drawings. International Journal of Science Education, 21(5), 485-497, http://dx.doi.org/10.1080/095006999290534.
Eijkelhof, H., & Millar, R. (1988). Reading about Chernobyl: the public understanding of radiation and radioactivity. School Science Review, 70(251), 35-41.
Eijkelhof, H. M. C. (1996). Radiation Risk and Science Education. Radiation Protection Dosimetry, 68(3-4), 273-278. https://doi.org/10.1093/oxfordjournals.rpd.a031878
Eijkelhof, H. M. C., Klaassen, C. W. J. M., Lijnse, P. L., & Scholte, R. L. J. (1990). Perceived incidence and importance of lay-ideas on ionizing radiation: Results of a delphi-study among radiation-experts. Science Education, 74(2), 183–195, http://dx.doi.org/10.1002/sce.3730740205.
Libarkin, J. C., Asghar, A., Crockett, C., & Sadler, P. (2011). Invisible Misconceptions: Student Understanding of Ultraviolet and Infrared Radiation. Astronomy Education Review, 10(1), 10105, http://dx.doi.org/10.3847/aer2011022.
Lijnse, P. L., Eijkelhof, H. M. C., Klaassen, C. W. J. M., & Scholte, R. L. J. (1990). Pupils’ and mass-media ideas about radioactivity. International Journal of Science Education, 12(1), 67–78, http://dx.doi.org/10.1080/0950069900120106.
Makel, M. C., & Plucker, J. A. (2014). Facts Are More Important Than Novelty. Educational Researcher, 43(6), 304-316, http://dx.doi.org/10.3102/0013189X14545513.
Millar, R. (1994). School students' understanding of key ideas about radioactivity and ionizing radiation. Public Understanding of Science, 3(1), 53–70, http://dx.doi.org/10.1088/0963-6625/3/1/004.
Millar, R., & Gill, J. S. (1996). School students’ understanding of processes involving radioactive substances and ionizing radiation. Physics Education, 31(1), 27–33. https://doi.org/10.1088/0031-9120/31/1/019
Millar, R., Klaassen, K., & Eijkelhof, H. (1990). Teaching about radioactivity and ionising radiation: an alternative approach. Physics Education, 25(6), 338. https://doi.org/10.1088/0031-9120/25/6/310
Neumann, S., & Hopf, M. (2011). Was verbinden Schülerinnen und Schüler mit dem Begriff "Strahlung". Zeitschrift für Didaktik der Naturwissenschaften, 17, 157–176.
Neumann, S., & Hopf, M. (2012). Students’ Conceptions About "Radiation": Results from an Explorative Interview Study of 9th Grade Students. Journal of Science Education and Technology, 21(6), 826–834, http://dx.doi.org/10.1007/s10956-012-9369-9.
Neumann, S., & Hopf, M. (2013). Children’s Drawings About "Radiation" - Before and After Fukushima. Research in Science Education, 43(4), 1535–1549, http://dx.doi.org/10.1007/s11165-012-9320-3.
Plotz, T. (2017). Students’ conceptions of radiation and what to do about them. Physics Education, 52(1), 014004, http://dx.doi.org/10.1088/1361-6552/52/1/014004.
Rego, F., & Peralta, L. (2006). Portuguese students’ knowledge of radiation physics. Physics Education, 41(3), 259–262. https://doi.org/10.1088/0031-9120/41/3/009
Rennie, L. J., & Jarvis, T. (1995). Children's choice of drawings to communicate their ideas about technology. Research in Science Education, 25(3), 239-252. https://doi.org/10.1007/BF02357399
Schmidt, S. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology, 13(2), 90-100, https://doi.org/10.1037/a0015108
Thomas, G. V., & Silk, A. M. (1990). An introduction to the psychology of children's drawings: New York University Press.
White, R., & Gunstone, R. (1992). Probing Understanding. London, New York: RoutledgeFalmer.
Metrics powered by PLOS ALM
Cited-By (articles included in Crossref)
This journal is a Crossref Cited-by Linking member. This list shows the references that citing the article automatically, if there are. For more information about the system please visit Crossref site
1. Biyoloji Öğretmen adaylarının Biyoloji Eğitimi Laboratuvar Dersine İlişkin Metaforik Algılarının İncelenmesi
İrem Yücel Cengiz, Gülay Ekici
OPUS Uluslararası Toplum Araştırmaları Dergisi year: 2019
This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.
Universitat Politècnica de València