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Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes

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Affective Dimensions in Chemistry Education

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.

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Author information

Authors and Affiliations

  1. University of Bremen, Bremen, Germany

    Silvija Markic & Ingo Eilks

Authors
  1. Silvija Markic
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  2. Ingo Eilks
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Corresponding author

Correspondence to Silvija Markic .

Editor information

Editors and Affiliations

  1. Chemistry Education Division, Canakkale Onsekiz Mart Univ., Canakkale, Turkey

    Murat Kahveci

  2. Dept. of Chemistry, University of Nevada, Las Vegas, Las Vegas, Nevada, USA

    MaryKay Orgill

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Markic, S., Eilks, I. (2015). Evaluating Drawings to Explore Chemistry Teachers’ Pedagogical Attitudes. In: Kahveci, M., Orgill, M. (eds) Affective Dimensions in Chemistry Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45085-7_13

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