Using drawings to examine prospective elementary teachers’ moral reasoning about climate change

Abstract

For several decades, environmental and science education researchers have used drawings in diverse contexts to gain insight into learners’ ideas about the environment and specific environmental topics. For example, researchers have engaged learners in drawing what they think about when they hear the word environment (Alerby, 2000), evaluated children’s perceptions and concerns related to the environment by asking them to draw the Earth now and in the future (Barraza, 1999), and used drawings to analyze learners’ mental models of the environment (Shepardson, Wee, Priddy, & Harbor, 2007).