A Way of Visualising Children's and Young People's Thoughts about the Environment: A study of drawings

By E. Alerby. 2000

239 citations recorded by the source corpus.

Subfields: Health, Toxicology and Mutagenesis, Management, Monitoring, Policy and Law, Social Psychology

View Paper: https://www.semanticscholar.org/paper/181c81fc35ae6be56d1deaeb5dfc4f19688965d6

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In Health, Toxicology and Mutagenesis

In Management, Monitoring, Policy and Law

In Social Psychology

Citations in the corpus

Construction and Validation of an Instrument to Measure Environmental Orientations in a Diverse Group of Children (2011, background): “Although quantitative data provide a solid foundation for assessment, qualitative supplements yield more comprehensive, holistic pictures of thoughts and ideas (Alerby, 2000).”
Children’s perceptions and learning about tropical rainforests: an analysis of their drawings (2007, methodology): “Alerby (2000) used empirical material consisting of drawings to visualise the way in which children think about the environment.”
Seventh grade students' mental models of the greenhouse effect (2011, background): “The students’ written words and drawings are an active, deliberate meaning-making process and are conceptual visualizations or representations of their understandings that contain a number of individual concepts (Alerby 2000; Kress et al. 2001).”
Students' mental models of the environment† (2007, background): “Likewise, Alerby (2000) found that primary and secondary students in Sweden thought about the environment in aesthetic terms, as a pristine and pure place that is not impacted by humans.”
Seventh grade students' conceptions of global warming and climate change (2009, background): “A number of researchers have used similar tasks to elicit students' concepts about environmental and geoscience phenomena (see Alerby 2000 ; Anderson and Moss 1993 ; Barraza 1999 ; Bonnett and Williams 1998 ; Payne 1998 ; Simmons 1994 ).”
The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment (2010, methodology): “According to Van Manen (1990), objects of art or drawings can be viewed ‘as lived experiences that are transformed into transcended configurations’ (as cited in Alerby 2000, 209).”
The architecture of children’s relationships with nature: a phenomenographic investigation seen through drawings and written narratives of elementary students (2012, background): “…drawings in environmental education research have primarily focused on gaining insight about the environment, into how children view their environment (Alerby 2000, 2001; Rejesky 1982; Shepardson 2005; Shepardson et al. 2007b), or into specific phenomenon or issues in the environment.”
Experiential learning theory: the importance of outdoor classrooms in environmental education (2017, background): “Researchers have used drawings by students to examine children’s attitudes, perceptions, knowledge, interests, and experiences about the environment (Alerby, 2000; Barraza, 1999; Bowker, 2007; Cainey et al., 2012), perceptions of literacy (Kendrick & McKay, 2004), attitudes about elders…”
Understanding mental constructs of biodiversity: Implications for biodiversity management and conservation (2007, methodology): “…to individually reflect upon their mental concepts and represent them through a non-verbal approach that allowed an expression of thoughts independent from the confidence individuals might or might not feel with regard to the scientific terminology (Matthews, 1985; Gobster, 1998; Alerby, 2000).”