Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes - Affective Dimensions in Chemistry Education - page 256

Imagine yourself as science teacher.
Draw a picture of yourself as a science teacher at work

Describe teacher's activities!

Describe student's activities!

Which are the aims of the drawn situation?

What happened in the classroom
before the drawn situation?

Fig. 2 The modified version of DASTT by Markic et al. ( 2008 )

understanding of the details found in the drawings. These new questions relate to
teaching and learning objectives and to the teacher s approach with respect to the

teaching situation drawn in the test. To allow for evaluating the extended tool, a
detailed evaluation manual was also developed on the basis of Grounded Theory.
Both applications of DASTT-C, the original and the extended one, are discussed in
detail below. The final questionnaire which was also used in the studies described in
this paper can be found in Fig. 2 . The focus of the research by Markic et al. ( 2008 )
was to use the modified DASTT-C to explore the beliefs and pedagogical attitudes
of chemistry student teachers and experienced teachers, making them explicit and
relating seminar content in teacher education with beliefs and attitudes presented in
the study. External references to beliefs of biology and physics teachers were also
explored to better understand how and where chemistry student teachers and
experienced teachers depend on the subject they are teaching or attending to
teach. The drawings were also used to analyze to which extent change in attitudes
and beliefs toward classroom organization, teaching style, and the objectives of
learning chemistry might occur during teacher education.

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