Kevin D. Finson

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

The National Science Education Standards [National Research Council (NRC), 1996] encourage science learning as an active, inquiry-based activity that children do rather than something that is done to them. Following the explicit goal of the standards to establish scientific literacy for all, students are expected to participate in hands-on and minds-on learning experiences that reflect the intellectual traditions of contemporary science. Standards-based lessons involve children in inquiryoriented investigations, help them to establish connections, encourage questions, promote problem solving, and support group discussions. In the words of the standards,

Applicability of the DAST-C to the images of scientists drawn by students of different racial groups

The perceptions students hold of scientists has been a subject of study since Mead and Metraux first reported having students draw scientists in 1957. Subsequent work in this area by Chambers (1983) and Schibeci and Sorensen (1983) led to the clear identification of a number of attributes or elements comprising stereotypical images students possess about scientists. Building on this work, Finson, Beaver, and Cramond (1995) developed a checklist (the Draw-A-Scientist Test Checklist, or DAST-C) for use in assessing drawings of scientists. One of the advantages of the checklist was that quantifiable scores for drawings could be derived and, hence, be subject to comparative data analysis. Researchers are finding out that stereotypical images can have specific influences on the shaping of children’s perceptions in science. Of particular concern is the impact of negative or stereotypical images of scientists on the career aspirations of females and minorities. Since the DAST-C has been used in a growing number of studies on students’ perceptions of scientists, the validity of the DAST-C for use with multicultural groups needs to be examined. In this study, drawings were obtained from eighth grade students who were Caucasian, Native American, and African American. The drawings were analyzed and scored using the DAST-C. Comparisons of those results showed no significant differences between groups.

Preservice Teachers' Reflections on Their Growth in an Inquiry-Oriented Science Pedagogy Course

This study reports on student experiences in an inquiry-oriented elementary science. methods course. Students in this course designed and conducted an independent investigation, and then adapted that investigation to develop an inquiry-oriented lesson and a corresponding performance assessment. Students’ written reflections expressed increased understanding of inquiry-oriented science and stronger confidence in their ability to use these methods in their future classrooms.

An Investigation of Media Influences on Elementary Students Representations of Scientists

Even long before children are able to verbalize which careers may be interesting to them, they collect and store ideas about scientists. For these reasons, asking children to Draw-A-Scientist has become an accepted method to provide a glimpse into how children represent and identify with those in the science fields. Years later these representations may translate into student’s career choice. Since 1995, children’s illustrations of scientists have been assessed by the Draw-A-Scientist Checklist (DAST-C). The checklist was created from the common aspects or features found in illustrations from previous studies and were based initially on the scientists, broken down into “stereotypical” and “alternative” images shown in the drawings. The purpose of this paper is to describe the development, field test and reliability of the modified Draw-A-Scientist Test (DAST) and The Draw-A-Scientist Rubric designed as an improvement of the DAST-C to provide a more appropriate method of assessing students’ drawings of scientists. The combination of the modified DAST and the DAST Rubric brings more refinement as it enables clarities to emerge and subsequently increased detail to what one could ascertain from students about their mental images of scientists.

Developmental perspectives on reflective practices of elementary science education students

Instructors of elementary science methods classes have long lamented the significant difficulties their students exhibit when trying to understand the many complexities of teaching science. As noted by some researchers and practicing teachers, preservice teachers often fail to developmentally function at desired levels with respect to constructivism and constructivist practices. Many reasons exist for continuing to consider developmental perspectives when trying to understand student learning, or lack thereof. Developmental learning theories have matured substantially from Piaget’s (1969) original four stage model of child development, or the model later proposed by Kohlberg (1984). However, neither is ideal for understanding the development of perspectives in teacher education students. A model proposed by Perry (1970) examined adult development within the context of college students’ thinking and its progression throughout the college experience. In this study, Perry’s scheme has been applied to the development of constructivist perspectives in a group of preservice elementary education majors. Results revealed 28 of the 38 students held perceptions in the lowest level (dualism) of Perry’s scheme. This calls into question the efficacy of science methods instruction premised on the basis of students functioning at stages above that of dualism.

Testing a Conceptual Change Model Framework for Visual Data

Abstract An emergent data analysis technique was employed to test the veracity of a conceptual framework constructed around visual data use and instruction in science classrooms. The framework incorporated all five key components Vosniadou (2007a, 2007b) described as existing in a learner’s schema: framework theory, presuppositions, conceptual domains, concepts, and specific theories. The framework was designed to guide science educators in making more effective use of visual data in instructional contexts. We identified emergent data in the form of critical salients in 15 chapters of a book written by 39 authors addressing visual data in PreK-16+ science. These were then compared to the framework to determine the degree to which the framework accommodated for multiple visual applications as a test of the veracity and applicability of the conceptual framework to visual data utilization in science instructional settings.