期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2020
卷号：13
期号：1
页码：155-167
DOI：10.26822/iejee.2020.180
出版社：International Electronic Journal of Elementary Education
摘要：The aim of the study was to reveal the learning environments
created by primary teachers in science classes and their
teaching styles and compare them with the learning
environments and teaching styles that their students
dream of. Qualitative survey research design was used to
find an answer to the research problem. In this study, the
Draw-A-Science –Teacher-Test Checklist (DASTT-C) was
used to collect the data. The DASST-C was developed by
Thomas et al. (2001) and a useful tool to show how science
teaching environment is and how teacher behaviors
in the science teaching environment are. A total of 50
primary teachers and 120 primary school students (third
and fourth graders) participated in this study. The DASST-C
score sheet was used to analyze the data and the criteria
proposed by Şahin-Kalyon (2020) were used to evaluate
the learning environment. The findings revealed that the
images of the participating teachers about themselves
showed that they have almost adopted each teaching
style equally. In other words, the teachers have adopted
student-centered, teacher-centered, and both teacher and
student-centered teaching equally. In the drawings of the
participating primary school students, the most frequently
depicted image of teacher was the teacher with an explicit
teaching style, followed by the exploratory teaching style,
and conceptual teaching style. In other words, most of
the students depicted a teacher adopting the teachercentered
teaching in their drawings. The analyses revealed
that the students of the teachers with the exploratory
and conceptual teaching styles largely illustrate teachers
in their drawings with the exploratory teaching style. The
students of the teachers with the explicit teaching style also
largely illustrated teachers in their drawings with the explicit
teaching style. The study showed that the teaching style
teachers have and the learning environments they adopt
are similar to the teacher images students have and the
learning environments they portrayed.
其他摘要：The purpose of the current study is to elicit both primary teachers’ and their students’ images of the primary teacher in science classes and to discuss the similarities and differences between the teachers’ image of the primary teacher in science classes and the students’ image of the primary teacher in science classes. In the current study, the data were collected by using The Draw-A-Science –Teacher-Test Checklist (DASTT-C) developed by Thomas et al. (2001). The DASST-C is a useful tool to show how the science teaching environment is and how teacher behaviors in the science teaching environment are. A total of 50 primary teachers and 120 primary school students (3rd and 4th grades) participated in the current study. The obtained data were analyzed by using the DASST-C Score sheet and the criteria proposed by Şahin Kalyon (2020) to evaluate the learning environment. It was concluded that the participating teachers have almost equally adopted each teaching style. In other words, the teachers have equally adopted student-centered, teacher-centered, and both teacher and student-centered teaching. In the drawings of the participating primary school students, the most frequently depicted image of the teacher was found to be the teacher having an explicit teaching style, followed by the exploratory teaching style and conceptual teaching style. In other words, most of the students depicted a teacher who has adopted the teacher-centered teaching in their drawings. As a result of the analyses, it was concluded that the students of the teachers having the exploratory and conceptual teaching styles largely drew teachers in their pictures having the exploratory teaching style. The students of the teachers having the explicit teaching style also largely depicted teachers in their drawings having the explicit teaching style. Considering these findings, it can be argued that the teaching style of the teacher affects his/her students’ image of the teacher.
