Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22047
Title: 
Authors: 
Subjects: 
Drawing
Assessment
Research tool
Science learning
Review
Issue Date: 
2020
Citation: 
Chang, H.-Y., Lin, T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., Tan, A.-L., and Tsai, C.-C. (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56(1), 77-110. https://doi.org/10.1080/03057267.2020.1735822
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in Studies in Science Education. The published version is available online at https://www.tandfonline.com/doi/abs/10.1080/03057267.2020.1735822
URI: 
ISSN: 
0305-7267 (print)
1940-8412 (online)
DOI: 
Grant ID: 
MOST 107-2517-S-003-001-MY3
MOST 108-2628-H-003-001-MY3
MOST 106-2511-S-003-059-MY3
Featured Areas Research Center Program, Higher Education Sprout Project (HESP)
Funding Agency: 
Ministry of Science and Technology, Taiwan
Institute for Research Excellence in Learning Sciences, National Taiwan Normal University (NTNU)
Ministry of Education (MOE), Taiwan
File Permission: 
Open
File Availability: 
With file
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