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dc.contributor.advisorReifel, Robert Stuarten
dc.creatorWu, Li-yuan, 1961-en
dc.date.accessioned2011-08-03T16:59:40Zen
dc.date.available2011-08-03T16:59:40Zen
dc.date.issued2004-05en
dc.identifier.urihttp://hdl.handle.net/2152/12819en
dc.descriptiontexten
dc.description.abstractUnderstanding children’s problem solving with drawing is addressed by examining qualitatively the following questions: What are young children’s problem solving strategies as they attempt to solve problems in a group setting where drawing is part of the context? How do young children use drawing and other social interactions to interpret and reveal their understanding of problems? What role does drawing take in this social problem solving context? The subjects included five groups of Chinese-heritage children of ages from 4 to 5 with three children familiar to each other from a same Chinese language class in each group and their parents. The children included eleven girls and four boys. Both of the parents of three children were interviewed by the researcher and the mothers of the other children were interviewed. Problem solving sessions were videotaped, and children were interviewed about their strategies. As revealed in the study, children would form problem solving strategies with use of sign systems, relaxation of constraints, solution concepts, evaluation, planning, and behavioral responses as they attempt to solve problems in a group setting where drawing is part of the context. All the important elements of children’s problem solving strategies would reflect children’s experiences within a social context of drawing. Moreover, the children’s drawings and verbal expressions demonstrated their perceptions of the given elements in terms of individually-categorized-element images and collectively-unorganized-heap images and the initial relations in terms of subsetcomposition images and whole-set-composition images. Moreover, the study showed how children would use graphical, verbal, and gestural representations to reveal their perceptions of the goal state, adjustments in perceptions, and operations on the given elements to form complex thinking and concepts. Within a social context children would have their learning experiences in drawing and bring their prior experiences into drawing. Drawing would be an appropriate means for children to interpret and reveal their perceptions, contribute to children’s sign operation, formation of complex thinking and concepts, planning, evaluation, and behavioral responses, and extend the operation of memory.
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectDrawing, Psychology ofen
dc.subjectProblem solving in childrenen
dc.titlePaths to solving problems : how Chinese heritage children use drawing in a social contexten
dc.description.departmentCurriculum and Instructionen
thesis.degree.departmentCurriculum and Instructionen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen
dc.rights.restrictionRestricteden


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