Skip to main content
SpringerLink
Log in
Book cover

Drawing for Science Education pp 219–225Cite as

Drawings as Identity Data in Elementary Science Teacher Education

  • Chapter

Abstract

Gaining insight and understanding of identity through drawings in science teacher education began with looking at pre and post drawings of the ideal elementary science teacher in the development of the DESTIN, or “Drawing-the-Elementary-Science-Teacher- Ideal Not” procedure (Mensah, 2011). From those drawings, meaning was made about elementary preservice teachers’ past experiences in science education. In so many ways the images revealed stereotypes of science and science teachers, and the images of such were carried into their teacher education program.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Gunning, A. M., & Mensah, F. M. (2010). One pre-service elementary teacher’s development of self-efficacy and confidence to teach science: A case study. Journal of Science Teacher Education, 22(2), 171–185.

    Article  Google Scholar 

  • Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Johnston, A., Butler, M. B., Mensah, F. M., & Williams, B. (2011). Playing with science: Models for engaging communities. Special issue on designing environments to promote play-based science learning. Children, Youth and Environments, 21(2), 312–324.

    Google Scholar 

  • Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classroom. New York, NY: Wiley.

    Google Scholar 

  • Mensah, F. M. (2011). The DESTIN: Preservice teachers’ drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379–388.

    Article  Google Scholar 

  • Mensah, F. M. (2012). Positional identity as a lens for connecting elementary preservice teachers to science teaching in urban classrooms. In M. Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts (pp. 107–123). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Mensah, F. M., & Jackson, I. (2012, May). (Re)visions of science and science teaching: Students of color transforming their ideas of teaching science in urban schools. Critical Race Studies in Education Association Conference, New York, NY.

    Google Scholar 

  • Miele, E. (2014). Using the draw-a-scientist test for inquiry and evaluation. Journal of College Science Teaching, 43(4), 36–40.

    Article  Google Scholar 

  • Minogue, J. (2010). What is the teacher doing? What are the students doing? An application of the draw-a-science-teacher test. Journal for Science Teacher Education, 21, 767–781. doi:10.1007/s10972-009-9170-7

    Article  Google Scholar 

  • Moore, F. (2006). Multicultural preservice teachers’ views of diversity and science teaching. Research and Practice in Social Sciences, 1(2), 98–131.

    Google Scholar 

  • Moseley, C., Desjean-Perrotta, B., & Utley, J. (2010). The draw-an-environment test rubric (DAET-R): Exploring preservice teachers’ mental models of the environment. Environmental Education Research, 16(2), 189–208.

    Article  Google Scholar 

  • National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

    Google Scholar 

  • Quita, I. N. (2003). What is a scientist? Perspectives of teachers of color. Multicultural Education, 11(1), 29–31.

    Google Scholar 

  • Robinson, J. S., Kelsey, K. D., & Terry, R. (2013). What images show that words do not: Analysis of pre-service teachers’depictions of effective agricultural education teachers in the 21st century. Journal of Agricultural Education, 54(3), 126–139.

    Article  Google Scholar 

  • Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review, 42(3), 175–192.

    Article  Google Scholar 

  • Zamudio, M., Russell, C., Rios, F., & Bridgeman, J. L. (2011). Critical race theory matters: Education and ideology. New York, NY: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Teachers College, Columbia University, USA

    Felicia Moore Mensah

  2. Teachers College, Columbia University, USA

    Robin Fleshman

Authors
  1. Felicia Moore Mensah
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robin Fleshman
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Maryland, USA

    Phyllis Katz

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Mensah, F.M., Fleshman, R. (2017). Drawings as Identity Data in Elementary Science Teacher Education. In: Katz, P. (eds) Drawing for Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-875-4_19

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-875-4_19

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-875-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation