Exploring Elementary Preservice Teachers' Perceptions of Drawing to Reason in Science

• In Event: Preservice Teachers' Preparation for the STEM Fields and Faculty Perspectives

Abstract

This mixed methods study explored affective learning outcomes of elementary preservice teachers (PST) in a science methods course incorporating explicit instruction on drawing to reason. Drawing instruction was guided by Quillin and Thomas’ (2015) framework with instruction dimensions addressing affect, visual literacy, and model-based reasoning. Primary data included a semantic differential attitude (SDA) survey, science teaching self-efficacy belief (STEB) survey, and semi-structured interviews. At the end of the course, PSTs reported more positive perceptions of drawing, particularly the value of drawing for supporting student thinking, and higher STEB related to their explicit drawing instruction. This study has implications for expanding PSTs’ science teaching knowledge of instructional strategies such as drawing for supporting quality science learning in the elementary classroom.

Authors

• Teresa Leavens, North Carolina State University
  Presenting Author

• James Minogue, North Carolina State University
  Non-Presenting Author