Drawings as a vehicle for student generated representations to learning of sciences in Fijian primary schools

Curiosity and creativity come naturally to most students. It can be used to create visual representations to develop critical thinking of a scientific concept. Drawings are a powerful pedagogical tool which if appropriately scaffolded will enhance conceptual reasoning in science. The aim of the study was to strengthen conceptual understanding of science through student generated multimodal representations and communication of their thinking. The study explored a group of six students’ ages 9-10, who produced drawings to explain the phenomenon of increased flooding in Fiji during the rainy seasons in Fiji. The students created drawings with written explanations followed by a verbal presentation. The study involved learning space observation focussing on teacher-student interactions and children’s activities, followed by Talanoa, an informal conversation commonly used and culturally appropriate in Pacific context with the case study group. The study found that doing drawings in science can encourage students to engage, enhances their ability to select useful information from a variety of sources, applying scientific learning to the local context and communicate their thinking effectively. The study also highlighted the critical role of teachers in scaffolding student learning, by using probing questions about their drawings and diverse cultural experiences to challenge their thinking.