Chemistry Reference
In-Depth Information
However, one careful remark also needs to be made. Weber and Mitchell (
1995
,
p. 35) observed that drawing is “a natural form of symbolic expression” for
children. However, this is not true for older children or adults. Teenagers and adults
often think that they cannot, do not want to, or never will be any good at drawing.
Therefore, they often refuse to participate in activities requiring drawing or
sketching. Interestingly enough, this may also be a somewhat culturally specific
phenomenon. Deguchi (
1998
) and Winner (
1989
) discussed the fact that in coun-
tries like China and Japan, drawing seems to be a more universally maintained and
valued skill than it is, for example, in the United States. However, if methods based
on drawing are sufficiently explained, justified, and used anonymously in evalua-
tive situations, our experience has shown us that most chemistry teachers and
student teachers in our case studies and seminars were quite open to trying out
the testing tools presented. If applied correctly, drawings can provide a rich source
of information for research, assessment, and self-reflection purposes when it comes
to exploring chemistry teachers
educational beliefs and attitudes.
'
References
Adler, L. L. (1982). Children
s drawings as an indicator of individual preference reflecting group
values: A programmatic study. In L. L. Adler (Ed.),
Cross-cultural research at issue
(pp. 71-98).
New York: Academic.
Al-Amoush, S., Markic, S., Abu-Hola, I., & Eilks, I. (2011). Jordanian prospective and experi-
enced chemistry teachers
'
beliefs about teaching and learning and their potential role for
educational reform.
Science Education International, 22
(3), 185-201.
Al-Amoush, S., Markic, S., Usak, M., Erdogan, M., & Eilks, I. (2013). Beliefs about chemistry
teaching and learning—A comparison of teachers and student teachers beliefs from Jordan,
1007/s10763-013-9435-7
.
advance article.
Al-Amoush, S., Usak, M., Erdogan, M., Markic, S., & Eilks, I. (2013). Pre- and in-Service
teachers
'
beliefs about teaching and learning chemistry in Turkey.
European Journal of
Teacher Education, 36
, 464-479.
Arnheim, R. (1956).
Art and visual perception: A psychology of creative eye
. London: Faber &
Faber.
Barmann, C. R. (1996). How do students really view science and scientists?
Science and Children,
34
(1), 30-33.
Betts, G. H. (1909).
The distribution and function of mental imaginary
. NewYork: Teachers College,
Columbia University Press.
Bullough, R. V., Jr., Knowles, J. G., & Crow, N. A. (1991).
Emerging as a teacher
. New York:
Routledge.
Carnes, G. N. (2000). M.A.T. interns
'
views of scientists.
Paper presented at the annual meeting of
the Association of the Educators for Teachers of Science, Austin, USA.
Chambers, D. W.
'
(1983). Stereotypic images of
the scientist: The draw-a-scientist-test.
Science Education, 67
, 255-265.
Deguchi, M. (1998).
Elementary art: A comparison of Japan and the U.S
. Unpublished manu-
script, Boston College, Lynch School of Education, Chestnut Hill, MA.
Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of
drawings.
School Science and Mathematics, 102
, 335-345.
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