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Annotated drawings can be useful for exploring misconceptions

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Annotated drawings can be useful for exploring misconceptions

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https://inquiryproject.terc.edu/curriculum/curriculum5/resources/annotated/index.html

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Annotated drawings include a combination of notes and labeled drawings that provide an explanation about a scientific process. They are used in this curriculum to answer specific scientific questions. In contrast with an observational drawing, which represents all elements of an object or scene in great detail, an annotated drawing has a specific area of focus. Some elements of the drawing may be represented by the simplest of outlines and need no elaboration while other elements require carefully detailed drawing and explanations.

Annotated drawings are not considered finished products. They represent one's best explanation of a process at a point in time; they are works in progress. They provide a way for communicating one's thinking or model of matter with others.

Figure 1 is an example of an initial annotated drawing by a 5th grade student. It was produced immediately after students explored a small system composed of two syringes connected by a plastic tube (See Investigation 13). The purpose of the exploration is to provide evidence that air is matter and takes up space.

The question the annotated drawing must address is, "When one plunger (of one syringe) is pushed, why does the other plunger (of the second syringe) move?" The annotated drawing in Figure 1 highlights the air inside the system, by use of a color key. It uses arrows and notes to indicate the direction of movement of the air and both plungers, and addresses the question with the explanation, " It happened because air needs space so if one syringe loses space it makes the other have more room by pushing out the plunger and that makes more space."
Figure 2: Annotated drawing sample with magnifier
Another set of notes, augmented with arrows, describes the sequence: (moving clockwise from lower left)
"Plunger pushing in.
Air gets pushed out of syringe.
Air goes through the tube.
Air getting pushed into syringe.
Plunger pushed out."

How do students represent matter or a process that's invisible?

Whenever the focus of an annotated drawing is something students cannot actually see, such as the tiny particles that compose all matter, ask students to use the technique illustrated in Figure 2, which includes drawing an imaginary "magnifying lens" to zoom in and make visible something that is invisible to the human eye.

Reviewing annotated drawings

While annotated drawings initially represent the thinking of an individual student, understanding and refining them is an important group effort.

The goals of the review process are to:

1. help students develop the ability to think critically about scientific processes

2. learn how to communicate their ideas through annotated drawings

3. use the all class review process to refine these ideas

A suggested review process

1. After the class in which students create the annotated drawings:

Select two annotated drawings, ideally ones that are representative of different explanations for the scientific process.

Make enough copies to give a set to each pair of students and have one for the class.

2. In the following science class:

Explain the goal of the review: to deepen our understanding of the science by looking closely different ways people chose to explain our observations and explanations.

Remind students of the phenomenon that is the focus of the drawings:
What observation or process do these drawings try to explain?

Provide time for pairs of students to look at the drawings through 3 lenses:

Is there anything you don't understand and would like clarified?
(Example: Your key shows that air is colored gray but nothing outside of the system is colored gray. Do you think there is air outside the system as well)?

How are the explanations in both drawings the same? How are they different?
(Example: Both drawings show a closed system with air completely filling the space in the syringes and tubing.)

Do the annotated drawings explain your observations?
(Example: When I pushed the first plunger, the second plunger did not move right away; it moved a tiny bit later. The annotated drawing doesn't explain why this happened.)

Repeat the pair review with the whole class.

Highlight aspects of the observational drawings that support clear communication (e.g., arrows, keys, notes)

Summarize aspects of the explanation that are scientifically accurate.

Provide a few minutes for students to revise their own drawings in light of what they learned in the class review.

Model for an Annotated Drawing Poster

Annotated Drawings

1. Provide an explanation.

2. Use simple outline drawings.

3. Use a magnifier to show things too small to see.

4. Use labels, arrows, and a color key.

5. Add notes to explain important ideas.

You can change your annotated drawing as your understanding and your explanation changes.

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Annotated Drawing | Grade 5 Curriculum | The Inquiry Project

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Annotated drawings include a combination of notes and labeled drawings that provide an explanation about a scientific process. They are used in this curriculum to answer specific scientific questions. In contrast with an observational drawing, which represents all elements of an object or scene in great detail, an annotated drawing has a specific area of focus.

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Concept cartoons are a great way to elicit children's misconceptions

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Concept cartoons are a great way to elicit children's misconceptions

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https://www.naturfag.no/binfil/download.php?did=5483

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This is one of the best sources for developing awareness of children's science misconceptions

https://www.stem.org.uk/resources/collection/3324/space-research-reports?page=1

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The Primary SPACE reports comprise a series of 10 research reports produced by the Primary Science Processes and Concepts Exploration project. Carried out between January 1987 and 1990, the research investigated primary students' ideas about science concepts. The results were used to give teachers descriptions of what they were likely to find if they explored the ideas of their students. The findings were also used to develop trial materials which helped teachers to plan activities to take students' ideas as a starting point in classroom work. The evidence from the trials provided the basis for the aims proposed and the methods suggested in the Nuffield Primary Science teachers' guides.

The results of the research were used to develop materials in the form of the Nuffield Primary Science teachers' guides which helped teachers to plan activities to take children's ideas as a starting point in classroom work.

The reports were published between 1990 and 1998 by Liverpool University Press and arose from a research project based jointly at the University of Liverpool and King's College London, directed by Wynne Harlen and Paul Black.

# data[].attributes.attachment_link.description
The Primary SPACE reports comprise a series of 10 research reports produced by the Primary Science Processes and Concepts Exploration project. Carried out between January 1987 and 1990, the research investigated primary students' ideas about science concepts. The results were used to give teachers descriptions of what they were likely to find if they explored the ideas of their students.