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Quigley, C., Pongsanon, K., & Akerson, V. L. (2010). If we teach them, they can learn: Young students views of nature of science aspects to early elementary students during an informal science education program. Journal of Science Teacher Education, 21, 887-907. doi:10.1007/s10972-009-9164-5

has been cited by the following article:

• TITLE: When Children Draw vs When Children Don’t: Exploring the Effects of Observational Drawing in Science

  AUTHORS: Jill E. Fox, Joohi Lee

  KEYWORDS: Observation; Observational Drawing; Scientific Drawing

  JOURNAL NAME: Creative Education, Vol.4 No.7A, July 12, 2013

  ABSTRACT: The purpose of this study was to investigate how kindergarten children’s observational drawings impact their information retention. This research was conducted in an urban school in a large metropolitan area in the southwestern United States. Forty-two kindergarten children participated in this study; approximately 97% of them qualified for free and/or reduced lunch. For this study, children’s retention of factual information was compared using a paired t-test of when they drew and when they didn’t. Children scored higher on all 7 items—descriptions of observation, location, action, color, size, shape, and sound—when they drew than when they didn’t. Findings were statistically significant for descriptions of observation (t = 3.08, p = .00) and location (t = 2.36, p = .02).