Exploring Pupils’ View On Science Learning Via Drawing

The Chinese science education shoulders the dual mission of cultivating future innovation talents in science and technology and improving citizens’ scientific literacy.However,many studies have shown that the number of students who consider science as their future career is far less than expected.Even in the process of school education,many students have a more negative attitude towards science.Science learning is the main way for students to obtain scientific information and form their views on science.In this study,students’ painting was used to explore their views on scientific learning,and analysis was also conducted on their perceptions of science.This study focuses on three research questions: How do pupils view their own science learning? Are there group differences in pupils’ perceptions of science learning?If so,what is it? What concepts of science do pupils have behind their views on science learning? The study collected data through a questionnaire survey and asked participants to draw a picture with the theme I am learning science and describe their drawing in brief sentences.Qualitative and quantitative data analysis methods were used to code,analyze,and interpret students’ drawings.The main findings of this study are as follows: First,pupils mainly draw their science learning as teaching and doing experiments.Secondly,students in the Zhejiang and Disadvantaged groups more associate science learning with teaching situations,while students in the Science group more depict content related to school science,and there are gender differences in codes outside of school science.Thirdly,students have different views on science,such as science is science class,science is doing research,science is adventure,science is omnipotent and dangerous,and their images of scientists are relatively symbolizing and stereotypes,lacking true understanding of scientists.Based on the above findings,this study points out that although school science has an important impact on students’ science learning,it may lack a comprehensive presentation of scientific research methods.Science curriculum named as Nature may not help students form understanding and perspectives on science.School science can change the traditional narrative of scientists and connect curriculum content to scientific content outside of school,thus addressing the challenges posed by gender bias and mass media,and helping students view science and scientists more comprehensively.