The Classroom Effects of Drawing Using Science Concepts: A Focus on How Children Learn
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Primary school age children were exposed to various forms of learning in the classroom. Children who use drawing to facilitate learning are more capable of recalling what they know than other children not using this technique (Butler, Gross, & Hayne, 1995). In the course of this within group study, approximately 600 students, ages 2 to 9-years old were assessed at a science day camp, according to the amount of information and detail illustrated on pre- and post-assessment drawings along with an evaluation. All the children were exposed to the pre- and post-assessments with the intention of comparing the scores from each. Results showed that in the pre-assessment children were less likely to draw in detail, and gave more information on topics than in the post-assessment. Overall, the combination of drawing along with the use of the children's dictations of those drawings resulted in the children recalling more information and in greater detail (Trend & Everett, 2000).