Kamarudin, M.Z. orcid.org/0000-0001-9670-9791 and Noor, M.S.A.M. (2024) To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews. Education 3-13. ISSN 0300-4279
Abstract
This study aimed to investigate primary school children’s understanding of photosynthesis. We employed children’s drawings as an instrument and conducted one-to-one follow-up interviews with 48 children of primary school age (7–13 years old) in a national primary school, in a suburban area of Melaka, Malaysia. The findings of the study indicate that as children progressed through primary school, their understanding of the concept of photosynthesis improved. The study sheds light on the varying levels of conceptual understanding of photosynthesis among primary school children and how this can inform the teaching strategies of science teachers to facilitate children’s understanding of this concept. In addition, this study makes a valuable contribution to research on biology education by demonstrating that using drawings as a research instrument alone is insufficient to fully capture young children’s conceptual understanding.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/),which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
Keywords: | Children’s drawings; children’s understanding; photosynthesis; plant growth; primary school |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 09 Oct 2024 09:14 |
Last Modified: | 09 Oct 2024 09:14 |
Published Version: | https://www.tandfonline.com/doi/full/10.1080/03004... |
Status: | Published online |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/03004279.2024.2385434 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:218112 |