Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Thomas, Julie; Pedersen, Jon E.; Finson, Kevin D.

doi:10.1023/a:1014216328867

Cited by 129 publications

(153 citation statements)

References 21 publications

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“…In the previous studies, general opinion would readily find a scientist depicted as a white male, middleaged or older, wearing a lab coat and glasses and featuring some type of facial hair (Barman, 1996(Barman, -1997(Barman, -1999Bodzin, & Gehringer, 2001;Chambers 1983;Finson, 2002Finson, -2003Finson, Pedersen, & Thomas, 2006;Flick, 1990;Fort & Varney 1989;Finson, Beaver, & Cramond 1995;Fung, 2002;Huber & Burton 1995;Kahle, 1992;Moseley, & Norris, 1999;Odell, Hewitt, Bowman, & Boone, 1993;Pedersen, & Thomas, 1999;Rosenthal, 1993;Ryder, Leach, & Driver, 1999;Schibeci & Sorensen, 1983;Song, & Kim, 1999;Symington, & Spurling, 1990;Thomas, & Pedersen, 1998;Thomas, Pedersen, & Finson, 2001). In this study, the students perceived scientists as being males (94.1%) who are oldaged (69.7%), do their work in some type of laboratory (79.8 %), and wearing lab coat (46.7 %).…”

Section: Data Collection and Analyzingmentioning

confidence: 99%

Turkish Primary Students’ Perceptions about Scientist and What Factors Affecting the Image of the Scientists

Türkmen

2008

EURASIA J MATH SCI T

128

106

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Section: Data Collection and Analyzingmentioning

confidence: 99%

Turkish Primary Students’ Perceptions about Scientist and What Factors Affecting the Image of the Scientists

Türkmen

2008

EURASIA J MATH SCI T

128

106

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“…11 The use of drawing instrument in different professions proved the effectiveness of this method for measuring people"s perception of specific professions. Stereotypical images are the mental images which were defined by Moseley (2010) as a key part of the repertoire of ways people make sense of their daily life experiences.…”

Section: Di̇ş Heki̇mi̇ İle İlgi̇li̇ Si̇mgesel Genel Kani Ve Di̇ş Heki̇mli̇ği̇ Ementioning

confidence: 98%

The Stereotypical Images of a Dentist and How They Change Over Time in a DDS Program: Application of Draw a Dentist Test (Dadt)

Uçar¹,

Uçar²

2016

Atatürk Üniversitesi Diş Hekimliği Fakültesi Dergisi

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Research in educational science showed that existing knowledge and perceptions play important role in learning of knew information. Stereotypical images of a dentist could give many hints to dental collages and dentist who are practicing. Aim: The purpose of the study was to describe and document the stereotypical images of a dentist and then investigate the development of DDS"s students" perception of a dentist during the five-year training. Materials and Methods: Data was collected through dental students (N=214) drawings of themselves as a practicing dentist and other students (N=93) drawing of a practicing dentist. Results: Results of the study showed that several stereotypical images existed in both groups drawings. The most common drawings were "patients lying, existence of equipment, and existence of light". Stereotypical images dental students hold show different patterns after preclinical training. Conclusion: Within the limitations of this study it can be concluded that more exposure to the profession in early years of training is recommended for the dental students.

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“…Therefore, themes were identified and quantified according to frequency of use. Children's drawings also were analyzed in a way similar to the analysis of the Draw-A-Scientist Test (DAST), an open-ended projective test that allows researchers to analyze a child's perceptions of a scientist (Thomas, Pedersen & Finson, 2001). DAST was developed originally by Chambers (1983); the main purpose was to learn at what age the well known stereotypic image of the scientist first appeared.…”

Section: Artifactsmentioning

confidence: 99%

How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model

Arízaga

Bahar

Maker

et al. 2016

EURASIA J MATH SCI T

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In this qualitative study the researchers explored children's perceptions of their participation in a science class in which an elementary science curriculum, the Full Option Science System (FOSS), was combined with an innovative teaching model, Real Engagement in Active Problem Solving (REAPS). The children were capable of articulating views about their learning experiences during science classes. Meaningful experiences with deep levels of engagement were those that involved hands-on activities, such as experiments, provided by the FOSS curriculum; and problem-solving and model building, which were components of the REAPS model. Students' perceptions demonstrated in their drawings were similar to their interviews, which were evidence of their meaningful science learning experiences. Incorporating students' voices, as a type of feedback for teaching and learning, is important for teachers and practitioners; innovative pedagogical models contribute to meaningful and long-lasting science learning.

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Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs

Cited by 129 publications

References 21 publications

Turkish Primary Students’ Perceptions about Scientist and What Factors Affecting the Image of the Scientists

Turkish Primary Students’ Perceptions about Scientist and What Factors Affecting the Image of the Scientists

The Stereotypical Images of a Dentist and How They Change Over Time in a DDS Program: Application of Draw a Dentist Test (Dadt)

How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model

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