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A R T I C L E I N F O A B S T R A C T Article history: Received 5 March 2014 Received in revised form 31 March 2014 17 April 2014 Accepted 18 April 2014 This study investigated the influences of pair activity on characteristics of science imaginary pictures drawn by elementary school students and their perceptions of science imaginary drawing. To do this, fourth graders (N=123) from one of the elementary schools were selected and assigned to individual science imaginary drawing (n=61) and paired science imaginary drawing (n=62) groups. The students of each group were administered the questionnaires. The analyses of the results indicated that pair science imaginary drawing was useful in some cognitive aspects (e.g., the understanding of science imaginary drawing, the diversification of topics and times, the generation of scientific ideas, and the elaboration of the pictures) and motivational aspects (e.g., the inducement of interest and intimacy about science, interest about science imaginary drawing, and sociability with friends). However, there were some limitations in positively changing the perceptions of some cognitive aspects (e.g., the acquirement of new scientific knowledge, the remembrance of scientific knowledge, the improvement of the ability to construct scientific logics, and the improvement of scientific imagination) and aesthetic aspects (e.g., the improvement of the abilities to express themes in drawing, paint the picture, and complete the works of art). In addition, the difficulties in imagining, selecting the subject, and expressing could not be overcome; a few disadvantages in the lack of discussion skills were also pointed out.

Characteristics of Science Imaginary Pictures Drawn by Elementary School Students and Their Perceptions of Science Imaginary Drawing