Drawn to Science Education: Studying Science Teaching and Learning through Drawings

Science Teaching and Learning Portrayals of Professional Practices (STLP3) Scoring Rubric

Name: __________________________    Date:_____________

Prompt: "Draw yourself teaching science"___ or "Draw your students learning science"___

Experience excitement, interest and motivation to learn about phenomena in the natural and physical world [affective] (Goal 1)1

Score Description
4 Smiling figures with specific indicators such as the use of descriptive words "fun" or other exclamations of excitement, interest and motivation
3 Smiling figures, but no specific indicators of excitement, interest and motivation
2 Figures with facial expressions but ambiguous in regards to excitement, motivation, and interest
1 Negative facial expressions or comments suggesting lack of interest or motivation
0 No evidence (facial expression or comments) of excitement, interest, or motivation in the drawing
Come to generate, understand, remember and use concepts, explanations, arguments, models and facts related to science [cognitive] (Goal 2)
Score Description
4 Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (4 or more present)
3 Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (3 present)
2 Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (2 present)
1 Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (1 present)
0 No evidence of concepts, explanations, arguments, models, or facts present

Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world [implementation](Goal 3)

Score Description
4 Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (4 or more present)
3 Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (3 present)
2 Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (2 present)
1 Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (1 present)
0 No evidence of manipulating, testing, exploring, predicting, questioning, observing, or sense-making

Participate in scientific activities and learning practices with others, using scientific language and tools [social] (Goal 5)2

Score Description
4 Evidence of learning with others, using scientific language and using scientific tools. 2 or more present)
3 Evidence of learning with others, using scientific language and using scientific tools. (1 present)
2 Ambiguous connection to science
1 Students not participating in a science activity or practice
0 No evidence of learning with others, using scientific language, or using scientific tools

1These goals come from National Research Council (2009). Learning Science in Informal Environments: People, Places, and Pursuits. P. Bell, B. Lewenstein, & A. Schouse (Eds.). Washington, DC.

2Goals 4 and 6 are not included in this scoring rubric, since they are not easily illustrated nor analyzed using drawings.

 

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