Abstract
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 Sahin 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.
Highlights
When it comes to the learning environment, the first thing that comes to mind is a room consisting of desks lined up one after another, a teacher desk in front of these desks, a teacher cabinet, and a blackboard
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
The findings of the analysis revealed that the teacher in the pictures drawn by 19 students was portrayed with the exploratory teaching style, in 14 of the drawings, the teacher has the conceptual teaching style, and in seven of the drawings, the teacher was portrayed with the explicit teaching style
Summary
When it comes to the learning environment, the first thing that comes to mind is a room consisting of desks lined up one after another, a teacher desk in front of these desks, a teacher cabinet, and a blackboard. The elements that make up this culture are students, teachers, and other elements in the learning environment. The teacher should assume important responsibilities while creating the learning environment. Teachers play a critical role in the learning process because they have many responsibilities, such as planning both in-class and out-of-class scientific activities, forming study groups, and helping students acquire the necessary skills (Bakır, 2016). This is rather a complicated cognitive activity, as the teacher needs to combine pieces of information from different areas (content knowledges, teaching strategies, curriculum knowledge...etc.) together to plan and teach a subject (Magnusson et al.,1999)
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