Author identifier (ORCID)

Vesife Hatisaru: https://orcid.org/0000-0003-2101-1764

Delyse Clayden: https://orcid.org/0000-0002-5040-0729

Abstract

Three related, drawing-based studies were conducted: Draw-A-Mathematician (DAMT), Draw-A-Mathematics-Classroom (DAMC), and Draw-A-STEM-Learning-Environment (D-STEM). They have addressed needs in the fields of mathematics and STEM education (Hatisaru & Fraser, 2021). Using images, the DAMT and DAMC studies were conducted between 2016 and 2019 to build understanding of school students’ perceptions of mathematics, mathematicians, mathematics teachers and classrooms, and to investigate how those perceptions influence their learning outcomes. The D-STEM research was conducted between 2018 and 2020 to better understand school principals’ and STEM educators’ perceptions of STEM learning environments. The D-STEM activity was developed alongside, and for inclusion within the national ‘Principals as STEM Leaders: Building the Evidence Base for Improved STEM Learning (PASL)’ research project, funded by the Department of Education, Skills and Employment and led by the University of Tasmania. The project focussed on building capacity within school principals and potentially their leadership team to lead STEM learning within their schools. The three main outcomes of the DAMT, DAMC, and D-STEM drawing tools are as follows:

  • Implementation into classroom practices as reflective tools.
  • Presentation as a strategy to undergraduate pre-service teachers.
  • Professional learning tool for principals, identifying key aspects of effective STEM learning environments or teaching.

Document Type

Report

Date of Publication

7-2023

School

School of Education

Publisher

Edith Cowan University

Identifier

10.25958/zszj-n747

Comments

Hatisaru, V., Fraser, S., Falloon, G., & Clayden, D. (2023). Using drawing to build better STEM learning environments. Edith Cowan University.

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