Revising the Draw-A-Science-Teacher-Test Checklist to Elicit Teacher Candidates’ Ambitious Science Teaching Beliefs

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Science Teaching and Learning Virtual Poster Session

Abstract

As science teacher educators, we center ideas of equitable, ambitious science teaching in our courses. Yet, how can we know whether our instruction affects teacher candidates’ proclivities and capacities for addressing equity and three-dimensional science in their teaching? The Draw-A-Science-Teacher-Test Checklist (Thomas et al., 2001) is commonly used in science methods courses for making visible teacher candidates’ knowledge, beliefs, and values surrounding science teaching and provides a tool for exploring teacher candidates' ideas and the impact of our instruction on those ideas. This study validates a revised Draw-A-Science-Teacher-Test rubric that reflects current understandings of equitable, ambitious science teaching. The rationale for revisions, findings from a validation study, and revised rubric will be discussed.

Authors

• Angela W. Webb, James Madison University

• Catherine Scott, Coastal Carolina University

• Joi DeShawn Merritt, James Madison University

• Austin Manning Hitt, Coastal Carolina University