Evaluating drawings to explore chemistry teachers’ pedagogical attitudes

Abstract

Based on a review of a set of studies conducted by the authors, this chapter discusses the potential of using drawings of classroom situations to explore, research, and assess the pedagogical attitudes of chemistry teachers and teacher trainees. Justification is given for using such drawings to gain insights into teachers' pedagogical attitudes. Two methods for evaluating beliefs and pedagogical attitudes will be outlined and illustrated by prototypical examples. Implications for teacher education will also be discussed.