Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes - Affective Dimensions in Chemistry Education - page 260

Table 1 Scales and description of the codes from selective coding

Beliefs about classroom
organization

2 Strongly teacher-centered: The teacher is at the center of any

activity, dominates any activity, lectures, and uses media to
focus students ' attention

1

Rather teacher-centered: The teacher is at the center of the
activity but interacts with the students; she/he requires short
answers from students but dominates and supervises every
activity in the classroom

0 Neither nor: Teacher- and student-centered activities are in

balance; the teacher shifts from teacher- to student-centered
teaching

...

1 Rather student-centered: Student activities are at the core, but

teacher initiates and controls all student activities

2 Strongly student-centered: Student activities are at the core;

students are at least partially able to choose and control their
own activities

Beliefs about teaching
objectives

2 Exclusively content-structure focused: Learning content

knowledge is the central objective

1 Rather content-structure focused: Learning content is in the

foreground, but some noncognitive objectives are targeted

0 Neither nor: Learning about content and applications or

noncognitive objectives is balanced; motivational objectives
are possibly at the core

...

1 Quite scientific literacy-oriented: Learning of competencies,

problem-solving, and thinking in relevant contexts and other
affective outcomes are important

2 Strongly scientific literacy-oriented: Learning of competen-

cies, problem-solving, and thinking in relevant contexts and
other affective outcomes are the main focus of teaching

Epistemological beliefs 2 Learning is receptive: Learning is passive and supervised;

learning is a dissemination of information

1 Supervised learning with student-active phases: Learning fol-

lows a storyboard written by the teacher, conducted by the
students, but organized and supervised by the teacher

0 Supervised learning with elements of constructivism: Learning

is supervised by the teacher but takes students ' preconceptions
into consideration or problem-solving is used; the learning
process remains supervised

1 Rather constructive learning: Learning is an autonomous and

self-directed activity but is initiated and partially directed by
the teacher

2 Strongly constructive learning: Learning is an autonomous and

self-directed activity and begins with students ideas and

'

initiatives