Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes - Affective Dimensions in Chemistry Education - page 258

I. TEACHER
Activity
Demonstrating experiment / activity
Lecturing / giving directions (teacher talking)
Using visual aids (chalkboard, overhead, and charts)
Position
Centrally located (head of class)
Erect posture (not sitting or bending down)

II. STUDENTS
Activity
Watching and listening (as suggested by teacher behavior)
Responding to teacher / text questions
Position
Seated (as suggested by classroom furniture)

III. ENVIROMENT
Insid Desks are arranged in rows (more than one row)
Teacher desk/table is located at the front of the room
Laboratory organization (equipment on teacher desk or table)
Symbols of teaching (ABC`s, chalkboard, bulletin boards, etc.)
Symbols of science knowledge (science equipment, lab instruments,
wall charts, etc.)

TOTAL SCORE (PART I+II+III) =

Fig. 3 DASTT-C score sheet (Thomas et al., 2001 )

3.2 An Extended Approach to DASTT-C

Applying DASTT-C to student teachers and teachers from different science sub-
jects and countries, one eventually assumes that much more information about
student teachers beliefs might exist in the data than “simple” insights into student-

or teacher-centered teaching approaches. This is why Markic et al. ( 2008 ) started
operating a new qualitative and extended approach to evaluate DASTT-C-related
data to reveal the full potential implied in the teachers

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drawings. Two more questions were added to DASTT-C, and Grounded Theory
(Glaser & Strauss, 1967 ) was operated to reveal the full content of the data.
Grounded Theory allowed analysis without explicit theoretical assumptions and
also the use of collected data to steer the overall process of analysis toward its
maximum potential.
In applying Grounded Theory (GT), all information from the student teachers

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and teachers drawings and narratives were identified, marked, and labeled, pro-

viding most possible information related to teaching methods, content, teaching
objectives, textual approaches, media, etc. More than 300 codes stemming from the
process of open coding were created to describe the data, such as: “teacher is
standing in front of the class,” “students conduct experiments,” “students are not
in the classroom,” “objective is to learn about the pendulum,” etc.

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