An Analysis of Students’ Drawings for the Purpose of Considering the Efficiency of Teamwork (Programme Content: Marine Life Community)

Jelena D. Dimitrijević, Sanja Filipović, Jelena D. Stanisavljević

Abstract


In this paper, a comparison is made between the levels of efficiency achieved when applying team teaching vs. conventional expository teaching, in the framework of the teaching unit “Marine Life Community”, involving the students of the sixth grade of “Dvadeseti oktobar” elementary school in Belgrade. In order to accomplish the tasks of this paper, a model of a pedagogical experiment with parallel groups [experimental (E) and control (C)] was applied, involving 100 students.
The aim was to identify and measure the differences and compare the efficiency of these two teaching approaches through an analysis of students’ drawings.
Group E was presented the course content through teaching instruction, which included the presentation of an educational film, after which the students were shown printed photos. In group E the biology teacher presented the characteristics of sea-living communities, and the art teacher presented the distribution, different shapes and colours of marine organisms. Group C was presented the same content through traditional teaching methods: oral presentations, illustrations and demonstrations.
The results of our research show that the students who participated in team teaching demonstrated better drawings according to the number and variety of marine organisms.
The results of our study reflect the greater productivity of the students and the higher degree of motivation and activity.
These results are based on the application of a great number of visual teaching technologies in the didactic model of team teaching.


Full Text:

PDF

References


Anderson, R. H. (1989). A second wave of interest in team teaching. Educational Digest, 18-21.

Beal, C. R. & Arnold, D. S. (1990). The Effect of Instruction on View Specifity in Young Children’s Drawings and Picture Selection. British Journal of Development Psychology, 18, 393-400.

Barsoum, M., Sellers, P.J., Campbell, A.M., Heyer, L.J. & Paradise, C.J. (2013). Implementing recommendations for introductory biology by writing a new textbook. Life Science Education, 12, 106–116.

Chin, Ch. & Teou, L. Т. (2010). Formative assessment: Using concept cartoon, pupils’ drawings, and group discussions to tackle children’s ideas about biological inheritance. Educational Research, 44(3), 110-117.

Clemens, B. J. & McElroy, H. (2011). Team Teaching History, English and Biology: An Integrative Approach. OAH Magazine of History, 25(4), 49-50.

Cox, M.V. (1992). Children’s drawings. Pennsylvania: Penguin Books.

Dempster, E. & Stears, M. (2014). An Analysis of children’s drawings of what they think is inside their bodies: a South African regional study. Journal of Biological Education, 48(2), 71-79.

Doebler, L. & Smith, C. (1996). Enriching a survey course in educational psychology through a team teaching format. Education, 117, 85-88.

Drissner, J. R., Haase, H.M., Wittig, S. & Hille, K. (2014). Short-term environmental education: long-term effectiveness? Journal of Biological Education, 48(1), 9-15.

Duncan, D.B., Lubman, A. & Hoskins, S.G. (2011). Introductory biology textbooks under-represent scientific process. Journal of Biological Education, 12, 143–151.

Espey, M. (2008). Does Space Matter? Classroom Design and Team-Based Learning. Review of agricultural Economics, 30(4), 764-775.

Feser, J., Vasaly, H. & Herrera, J. (2013). On the Edge of Mathematics and Biology Integration: Improving Quantitative Skills in Undergraduate Biology Education. Life Sciences Education, 12, 124–128.

Fisher, R. A. (1922). On the interpretation of Chi-square from contingency tables, and the calculation. Journal of the Royal Statistical Society, 85, 87-94.

Göçmençelebi, Ş. I. & Tapan, M. S. (2010). Analyzing students’ conceptualization through their drawings. Procedia- Social and Behavioral Sciences, 2(2), 2681-2684.

Goetz, К. (2000). Perspectives on Team Teaching- A Semester I Independent Inquiry A Peer. Reviewed Journal, 1(4), 1-5.

Gurnon, D., Voss-Andreae, Ј. & Stanley,Ј. (2013) Integrating Art and Science in Undergraduate Education. PLoS Biol, 11(2): e1001491. doi: 10.1371/journal.pbio.100149.1.

Helikar, T., Cutucache, E.C., Dahlquist, M.L., Herek, A.T., Larson, J.J. & Rogers, A.J. (2015). Integrating Interactive Computational Modeling in Biology Curricula. PLoS Comput Biol, 11(3): e1004131. doi: 10.1371/journal.pcbi.1004131.

Holliday, E. L., Harrison, L. Ј. & Sharynne, М. L. (2009). Listening to Children with Communication Impairment Talking through Their Drawing. Journal of Early Childhood Resarch, 7(3), 244-263.

Hopperstad, М. Н. (2008). Relationships between children’s drawing and accompanying peer interaction in teacher-initiated drawing sessions. International Journal of Early Years Education, 16(2), 133-150.

Karlavaris, B. (1991). Arts teaching methodology 1 and 2. Rijeka: Hofbauer [orig. in Croatian: Metodika likovnog odgoja].

Katz, C., Barnetz, Z. & Hershkowitz, I. (2014). The effect of drawing on children’s experiences of investigations following alleged child abuse. Child Abuse & Neglect, 38, 858-867.

Keogh, B. & Naylor, S. (1998). Teaching and learning in science using concept cartoons. Primary Science Review, 51, 14-16.

Keogh, B. & Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21(4), 431-446.

Killermann, W. (1998). Research into biology teaching methods. Journal of Biological Education, 33(1), 4-9.

Kubiatko, M., Yilmaz, H. & Topal, Z. (2012). Czech Children’s Drawing of Nature. Educational sciences: Theory & Practice, 3111-3119.

Lowenfeld, V. & Lambert, B. W. (1975). Creative and mental growth. New York: Macmillan.

MacDonald, А. (2009). Drawing stories: The power of children’s drawings to communicate the lived experience of starting school. Australasian Journal of Early Childhood, 34(2), 40-48.

Malchiod, C. A. (2012). Understanding children’s Drawing. New York: Guilford Press.

Marsteller, P. (2010). Beyond BIO2010: integrating biology and mathematics: collaborations, challenges, and opportunities. Life Science Education, 9, 141–142.

Michaelsen, L. K. & Sweet, M. (2008). The Essential Elements of Team-Based Learning. New Direction for Teaching and learning, 116, 7-25.

Nyberg, E. & Sanders, D. (2014). Drawing attention to the ‘green side of life’. Journal of Biological Education, 48(3), 142-153.

Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., Jarman, R., Jónsson, S., Manokore, V., Marchenko, N., Mulemwa, J., Novikova, T., Otuka, J., Teppa, S. & Rooy, W. V. (2002). An international study of young peoples’ drawings of what is inside themselves. Journal of Biological Education, 36, 58 – 64.

Reiss, M. J., Boulter, С. & Tunnicliffe, S. D. (2007). Seeing the Natural World: A Tension Between Pupils’ Diverse Conceptions as Revealed by Their Visual Representation and Monolithic Scence Lesson. Visual Communication, 6(1), 99-114.

Salmon, A.K. & Lucas, T. (2011). Exploring Young Children’s Conceptions about Thinking. Journal of Research in Childhood Education, 25(4), 364-375.

Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V. & Leutner, D. (2014). Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect. Contemporary Educational Psychology, 39, 275-286.

Stanisavljević, J. & Filipović, S. (2015). Analysis of children’s drawings in the function of considering and understanding of biological phenomena and processes [In Serbian], Art and theory, Review of the faculty of fine arts, 1(1), 58-63.

Stanisavljević, J. & Stanisavljević, L. (2014). The Application of Concept Maps in Teaching Invertebrate Zoology. In: D. Krüger & M. Ekborg (Eds.). Powerful Tools for Learning in Biology, Berlin: Freie Univerzität Berlin, Chapter 13, 197-211.

StatSoft, Inc. (2001). Statistica for Windows (version 6) [data analysis software system]. Available online at: www.statsoft.com

Student (Gosset, W. S.) (1908). The probable error of a mean. Biometrika, 6, 1-25.

Teixeira, F. M. (2000). What happens to the food we eat? Children’s conceptions of the structure and function of the digestive system. International Journal of Science Education, 22(5), 507–520. doi:10.1080/095006900289750

Villarroel, J. D. & Infante, G. (2014). Early understanding of the concept of living things: an examination of young children’s drawings of plant life. Journal of Biological Education, 48(3), 119-126.

Wadkins, Т., Wozniak, W. & Miller, R. L. (2004). Team Teaching Models. UNK/CTE compendium of teaching resources and ideas, 77-87.




DOI: http://dx.doi.org/10.5281/zenodo.55472

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Journal of Subject Didactics

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Free counters