'Science Is My True Villain': Exploring STEM Classroom Dynamics through Student Drawings

Autor/inn/en	Kopparla, Mahati; Saini, Akash Kumar
Titel	'Science Is My True Villain': Exploring STEM Classroom Dynamics through Student Drawings
Quelle	In: European Journal of STEM Education, 7 (2022) 1, Artikel 3 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	STEM Education; Interaction; Interpersonal Relationship; Foreign Countries; Grade 9; Public Schools; Freehand Drawing; Student Experience; Student Attitudes; Classroom Environment; Rural Schools; Residential Schools; Visual Aids; India + Suchen Sie Ihr Suchwort? STEM; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Public school; Öffentliche Schule; Drawing; Zeichnen; Studienerfahrung; Schülerverhalten; Klassenklima; Unterrichtsklima; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Heimschule; Anschauungsmaterial; Indien
Abstract	Classroom dynamics including interactions among peers and with teachers is a key component of students' STEM experiences, strongly influencing students' motivation to engage in the learning activities. Classroom dynamics and dialogue have been predominantly studied through longitudinal ethnographic observations of the classroom while the perspective of the students who are undergoing these experiences is largely unaccounted for. This research article showcases an empirical study that used student drawings to explore STEM classroom dynamics. In contrast with interviews, drawing allows the participant to illuminate their tacit knowledge and communicate ideas without interference from the researcher. The participants (n=32), 9th grade students from 16 public schools in Northern India, were asked to create a poster with drawings and words to show their experiences and feelings in mathematics and science classrooms. A thematic analysis of students' work was performed to draw inferences about the classroom dynamics. The posters provided an opportunity for students to authentically express themselves and represent the social and emotional consequences of teacher behaviour in STEM classrooms. Concurring with previous classroom dynamics research, findings identified a strong need to reassess teaching practices in rural Indian context. (As Provided).
Anmerkungen	Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01