Interpreting through drawings

Abstract

Our present disposition to value wilderness is a consequence of its rapid disappearance. An awareness of nature conservation is also a relatively recent phenomenon in Malta. Malta is a small archipelago with limited endemic wildlife, and over a third of its surface area is occupied by building. The educational potential and role in biological learning of dioramas has been, quite recently, documented by various researchers (Ash, Curator 47(1):84-100, 2004; Piqueras et al. Journal of Museum Education 33(2):153-164, 2008; Reiss and Tunnicliffe, Paper presented at the Restructuring Science Education Through Research, 2007; Scheersoi, The important role of Natural History dioramas in biological learning 29:1-40, 2009; Tunnicliffe, Current Trends in Audience Research and Evaluation 18:23-31, 2005). Children stop to observe the exhibits, notice the different forms of animals and plants, the anatomical features of each organism and possible relationships between animals and plants or animals and animals. The child forms his or her concept of wildlife in general and more specifically a concept of the particular wildlife in the exhibit. At dioramas, children construct their own personal knowledge or mental model. Children’s attention is captured by particular features in natural history dioramas, where they pause and start to interpret what they see. Three grade 5 classes (63 pupils) composed of 9-10 year old primary students visited the Natural History Museum of Malta. After the diorama observation, the pupils were given boards to produce a drawing of their favourite diorama on A4 paper using HB and coloured pencils. Drawings were analysed using Altas.ti based on the NCT model of qualitative data analysis, where the three basic components are noticing things, collecting and thinking about things (Friese, Qualitative Data Analysis with Atlas.ti, London, Sage, 2012: 92). Results show which dioramas capture the children’s attention most. Also, which features in the dioramas are expressed in the drawings, particulary the animal types and physical features selected. Children explain their choice of diorama and influence on drawing as well as the limitations encountered while drawing.