Writing and drawing as learning tools in a Science Club

Abstract:

This essay is an effort to identify conceptual, procedural and attitudinal learning in children attending 5th and 6th grades of elementary school by means of their graphic records (written and drawn) during the Writing and Drawing stage of an Investigative Learning Sequence carried out in an Amazonian Science Club. The sequence focused on the issue of What is the best water for consumption?, in which the experiment was the assembly of a homemade microscope. The investigation follows a qualitative approach and consists in documentary research into 16 graphic records subjected to content analysis, which culminated in the emergence of the following categories: (a) Hygiene practices; (b) Manipulative descriptiveness; (c) Investigative fidelity. Four records are explored as representative of the categories, based on which we have drawn considerations. The inferences are articulated in the light of theoretical aspects related to the content and learning manifestations expressed in the recorded elements. This led to the identification of learning indicators in manipulative and articulated attitudinal actions to scientific concepts.

Keywords
Science club; Elementary school; Writing; Drawing; Sequential learning