Using Drawing to Diagnose Children's Scientific Concept Learning A Study Based on Several Preferences of Children's Scientific Drawing

This article analyzes the preferences in 219 scientific drawings of school-age children (10-12 years old) from three different perspectives, in order to attempt to develop tools for diagnosing children's scientific concept learning through drawings. The results showed that: 1. Most children cannot express abstract things through drawings. Further data analysis found that the tested children have a clear tendency to rely on semantic understanding for their understanding of abstract things; 2. Children's observation of various parts of the drawings object is not random and uniform, and they have obvious points of attention and are easily attracted by the characteristics of the drawing objects, resulting in attention shift; 3. Children's observation of the model is static and schematic, and they are prone to losing the abstract parts of the model (i.e. the running rules behind the model). Instead, they actively supplement other parts that are not closely related to the core laws of the model, i.e. attempting to fill the drawings. In the general discussion section, this article attempts to analyze a scientific painting by using the above perspectives, thereby preliminarily verifying the feasibility of this article for concept learning diagnosis.