Assessment Of Pupils' Drawing Books in School Science Activities for Scientific Literacy
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Department of Adult & Exra Mural Studies, University Of Nigeria
The study examined ways in which drawing books used by primary one pupil during school science activities aided their meaningful understanding of science concepts. The study employed expo facto research design. The sample was made up of seventy-two (72) primary one (1) pupils randomly selected from two private schools that are science and technology focused. Two instruments used for data collection include; Pupils' Graphics in Science Drawing Books (PGSDB) and Informal Conventional interview (ICI) with emphasis on three scientific literacy themes namely the knowledge of science; investigative nature of science and imaginary context of science. Descriptive statistics such as median and simple percentage were used for data analysis. The results showed that pupils conceptualize science experience in three types of mental contexts (worlds) as graphically recorded on their drawing book pages at varying themes of scientific literacy. These worlds include: (i) the world of imagination: (ii) the world of previous experience and (iii) the world of investigation. Based on the strength of discussions of the findings, it was recommended that pupils should be motivated by their teachers to use various child-selected graphics (i.e., diagrams, writings, pictures, sketches and drawings) in constructing and representing their understandings in science activities at primary school level. The conclusion of the study was that assessment of pupils' science graphics on their drawing books may help teachers become aware of the ways in which pupils' imaginary, experienced, and/or investigative worlds shape their understandings of science concepts.
Assessment , Scientific Literacy , Science Activities , science concepts , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Okafor, N. P (2017). Assessment of pupils’ drawing books in school science activities for scientific literacy. Journal of Adult Education and Development. 7(1), 123-134. Journal of the Department of Adult Education and Extra Mural Studies, University of Nigeria, Nsukka.