‘Science is My True Villain’: Exploring STEM Classroom Dynamics Through Student Drawings

Abstract

Classroom dynamics including interactions among peers and with teachers is a key component of students' STEM experiences, strongly influencing students' motivation to engage in the learning activities. Classroom dynamics and dialogue have been predominantly studied through longitudinal ethnographic observations of the classroom while the perspective of the students who are undergoing these experiences is largely unaccounted for. This research article showcases an empirical study that used student drawings to explore STEM classroom dynamics. In contrast with interviews, drawing allows the participant to illuminate their tacit knowledge and communicate ideas without interference from the researcher. The participants (n=32), 9th grade students from 16 public schools in Northern India, were asked to create a poster with drawings and words to show their experiences and feelings in mathematics and science classrooms. A thematic analysis of students' work was performed to draw inferences about the classroom dynamics. The posters provided an opportunity for students to authentically express themselves and represent the social and emotional consequences of teacher behaviour in STEM classrooms. Concurring with previous classroom dynamics research, findings identified a strong need to reassess teaching practices in rural Indian context.

An Exploration of Impostor Syndrome in STEM and STEM Self-Efficacy in Adolescent Learners from a Teacher’s Perspective

“…Findings from interviews with a science teacher, a math teacher, and a general education teacher generated an in-depth understanding of the manifestation of STEM IS and S-SE in the classroom. These interviews allowed us to gain further insight into teachers' viewpoints regarding students' STEM IS, S-SE and STEM careers, as well as provide possible explanations for students' aversion to STEM subjects (Kopparla and Saini, 2022). Developed with the use of thematic analysis, the findings from this study are categorized into five distinctive themes (Braun and Clarke, 2006).…”