A Systematic Review of Trends and Findings in Research Employing Drawing Assessment in Science Education

Autor/inn/en	Chang, Hsin-Yi; Lin, Tzung-Jin; Lee, Min-Hsien; Lee, Silvia Wen-Yu; Lin, Tzu-Chiang; Tan, Aik-Ling; Tsai, Chin-Chung
Titel	A Systematic Review of Trends and Findings in Research Employing Drawing Assessment in Science Education
Quelle	In: Studies in Science Education, 56 (2020) 1, S.77-110 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Hsin-Yi) ORCID (Lin, Tzung-Jin) ORCID (Lee, Min-Hsien) ORCID (Lee, Silvia Wen-Yu) ORCID (Lin, Tzu-Chiang) ORCID (Tan, Aik-Ling) ORCID (Tsai, Chin-Chung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2020.1735822
Schlagwörter	Science Education; Formative Evaluation; Student Evaluation; Cognitive Tests; Freehand Drawing; Projective Measures; Personality Measures; Scientists; Scientific Concepts; Teaching Methods; Learning Processes; Journal Articles; Trend Analysis; Educational Trends; Concept Formation; Evaluation Methods; Databases; Foreign Countries; Elementary Secondary Education; Higher Education; Validity; Reliability; Neurosciences; Technology Uses in Education; Chemistry; Scientific Principles; Kindergarten; Draw a Person Test + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Scientist; Wissenschaftler; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Journal article; Zeitschriftenaufsatz; Trendanalyse; Bildungsentwicklung; Concept learning; Begriffsbildung; Datenbank; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gültigkeit; Reliabilität; Neuroscience; Neurowissenschaften; Neurowissenschaft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Chemie
Abstract	In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students' ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students' conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students' understanding or mental models of science concepts, (c) participants' conceptions of science learning or teaching, (d) students' inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01