Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes - Affective Dimensions in Chemistry Education - page 263

Fig. 6 Example representing a mainly teacher-centered, traditional approach to teaching and
learning chemistry
They are at least partially participating in the lesson by providing answers or
comments to the teacher. However, this situation is still rather teacher-centered.
The teacher stands in the center of activity but interacts with the students. He
requires answers from them but still dominates and directs every activity in the
classroom. The teaching-learning process is supervised by the teacher but includes
some smaller, student-active phases. Learning follows a storyboard written by the
teacher and conducted by the students, but it is solely organized and directed by the
teacher.
4.3 Example 3
Example 3 (Fig. 7 ) is much different than the first two examples above. The main
difference is that the pupils are not seated in rows but rather in circles of desks. It
appears that the students are moving all around the classroom. It is not easy to
recognize the teacher in this picture. The teacher is shown in the left, lower corner
of the drawing (marked with “Ich” which means “I”). Analyzing this drawing using
the checklist reveals that there are very few attributes indicating a teacher-centered