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This is an open access a icle unde he
C ea i e Commons A ibu ion 4.0
In e na ional License
EARLY CHILDHOOD PRE-
SERVICE TEACHERS’
READINESS FOR USING
DRAWING AS A SCIENCE
TEACHING STRATEGY
Aina a Achu a,
Te esa Zamalloa,
A ai z Uskola
In oduc ion
D awings can be a use ul s a egy o eaching and lea ning science,
bu a e eache s eady o using d awings in science eaching? The use o
d awings o science lea ning b ings mul iple bene i s o he s uden s no
only in e ms o isual skills (Ga cía Fe nández & Ruiz-Galla do, 2017), bu
also in he de elopmen o communica ion, modelling, and easoning skills
(Ainswo h e al., 2011). Few s udies ha e ocused on he eache ’s ole in he
use o d awings in science eaching (A eljung e al., 2021a; A eljung e al.,
2021b; Mon ei a e al., 2022), e en hough he eache is he key ac o o he
success o ailu e o pu ing any cu icula inno a ion in o p ac ice (Mi chene
& Ande son, 1989; Tobin e al., 1994). Acco ding o he li e a u e, eache s
should know how o d aw scien i ic phenomena (Wilson & B adbu y, 2016);
and hey should be awa e o and alue he impo ance o d awing in science
educa ion (A eljung e al., 2021a). Mo eo e , gi en ha he deploymen o
s a egies in class depends, o a la ge ex en , on he deg ee o he eache ’s
con idence (Ga be , 2003; Hol oyd & Ha len, 1996), eache s will need o
de elop no only he abili y o d aw pic u es abou scien i ic phenomena,
bu also hei con idence in ha abili y, and, in ha way, acqui e he iew
ha d awings a e use ul s a egies o lea ning science. This s udy examined
he eadiness o a coho o ea ly childhood PSTs o use d awing o science
eaching, in e ms o hei knowledge, con idence and belie s abou i s use.
Use o D awing o Lea n Science: Teache ’s Role
Making isualisa ions is in eg al o scien i ic hinking (Ainswo h e al.,
2011). D awing can de elop one’s isualisa ion as i in ol es he in eg a ion
o non e bal ep esen a ional modes in e ms o cons uc i e lea ning p o-
cesses (Van Me e & Ga dne , 2005).
E ec i e lea ning s a egies help s uden s o in eg a e new and exis ing
unde s anding, o ganise hei ideas, cons uc new in e ences and o e come
di icul ies in p esen ed ma e ial (Chi e al., 1989; Komba zky e al., 2010).
D awing can be an e ec i e s a egy in science educa ion because i helps o
Aina a Achu a, Te esa Zamalloa,
A ai z Uskola
Uni e si y o he Basque Coun y, Spain
Abs ac . The use o d awings o science
lea ning helps s uden s o de elop
communica ion, modelling, and easoning
skills. Teache s should be ained o use
hem. This s udy add esses he eadiness
(knowledge, con idence and awa eness o
he impo ance and use ulness o d awings)
o 120 p ese ice eache s (PSTs) o using
eache -made d awings as a s a egy o
eaching science, a e pa icipa ing in
ac i i ies in which hey used d awing as a
way o ep esen scien i ic knowledge. The
knowledge o how o d aw was analysed
by e alua ing he p esence o in e ela ed
componen s, mechanisms and phenomena
in d awings o he diges i e sys em.
Open ques ions we e used o examine
h ee aspec s: con idence, awa eness o
he impo ance and awa eness o he
use ulness. Explo a o y clus e analyses
we e also conduc ed. 69% sco ed low in
knowledge, mo e han 90% sco ed high in
awa eness o he impo ance and o he
use ulness. 28% showed high con idence.
No PSTs wi h high knowledge and low
con idence we e ound. All PSTs wi h high
knowledge showed high awa eness o he
impo ance. I is concluded ha in o de
o p epa e eache s o using d awings
in science eaching, eache educa ion
p og ams should include he de elopmen
o d awing skills ha could enhance
hei con idence and awa eness o i s
impo ance.
Keywo ds: ea ly childhood educa ion,
d awing science, eache s’ eadiness,
science educa ion
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EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A
SCIENCE TEACHING STRATEGY
(pp. 911-927)
unde s and he na u al wo ld (Dempsey & Be z, 2001), con ibu es o he eo ganisa ion o ideas and he in eg a-
ion o new knowledge (Gómez & Ga idia, 2015) and has a g ea communica i e po en ial. Besides, he majo i y o
science lea ning equi es isual-spa ial demands ha canno be p o ided by o he cons uc i e s a egies such as
summa ising o p o iding o al explana ions (Ainswo h e al., 2011). Consequen ly, d awing is a common s a egy
o modelling in he science class, whe e s uden s ep esen hei men al models as d awings, which a e hen e alu-
a ed and e ised (Schwa z e al., 2009). Fo example, d awing in ana omy (Bo eli e al., 2018), his ology (Balemans
e al., 2015) and biology (Edlund & Balgopal, 2021) has indeed been p o en o imp o e s uden s’ knowledge.
Wi h espec o he eache ’s ole, Mon ei a e al. (2022) ha e speci ically analysed bo h he d awings p oduced
by a g oup o ea ly childhood educa ion s uden s in Spain du ing h ee yea s and he ype and in ensi y o he sca -
olding gi en by he eache . Resea che s ha e ound ha he child en included mo e de ails in hei d awings and
used symbolic and iconic modes in an inc easingly au onomous way; and ha he eache lowe ed he in ensi y in
some o ms o sca olding, al hough no in all o hem. Wilson and B adbu y (2016) ha e compa ed d awings and
w i en explana ions gi en by elemen a y s uden s in he Uni ed S a es o Ame ica abou s uc u e and unc ions
in ca ni o ous plan s and ha e obse ed ha s uc u al elemen s we e be e ep esen ed by he s uden s in he
d awings, while unc ions we e be e ep esen ed in he explana ions. They ha e also obse ed ha he child en
ecei ed sca olding abou how o explain he model, bu no abou how o d aw; his has led hem o sugges
ha pe haps he child en did no ep esen he ac ions because he eache s did no help hem o in e nalise he
accep ed con en ions o ep esen ing hose ac ions in d awings. Al hough he sca olding o e ed by eache s has
been ound o be key, i should be men ioned ha , acco ding o Eilam e al. (2014), eache s lack aining in isual
ep esen a ion. This may well be a p oblem o using d awing as a science eaching s a egy.
Teache s’ Readiness o Use D awings as a Science Teaching S a egy
Being eady o he eaching p o ession is known in he li e a u e as “ eaching eadiness” (Manasia e al., 2020).
The e m is used o indica e eache s’ compe ence in doing bo h he whole job o jus ce ain aspec /s o he job
(Mohamed e al., 2016), and i is conside ed a signi ican p edic o o change in p ac ice (Lang, 1992). Today, speci ic
elemen s o eache s’ eadiness a e s ill unde -s udy, wi h esea che s being in e es ed in measu ing belie s abou
knowledge, con idence, impo ance, use ulness, a i udes, and in e es , among o he s (Lang, 1992; Mohamed e
al., 2016; Nadelson & Nadelson, 2010; Paik e al., 2011; Pa k e al., 2017).
Belie s abou eaching make up an impo an pa o eache s’ hough p ocesses (Fang, 1996), and, con-
sequen ly, hey in luence eache s’ p ac ice by guiding hei beha iou s and decisions in he class oom (Va uli,
2005). Speci ically, i has been shown ha belie s in he alue o a ce ain eaching p ac ice suppo and p edic
he implemen a ion o ha p ac ice in he class (Cha leswo h e al., 1991; Na han e al., 2010; Paja es, 1992; Pa ke
& Neuha h-P i che , 2006; S ipek & Byle , 1997), and ul ima ely a ec his/he s uden s’ lea ning (Fang, 1996).
In espec o he d awing s a egy, se e al s udies ha e analysed he use o d awings ela ed o eache s’ belie s
and p ac ice. A eljung e al. (2021a) ha e examined 45 science class sessions o 11 ea ly childhood and p ima y
school eache s in Sweden, ocusing on he 15 sessions in which he child en d ew pic u es. These esea che s ha e
ound ha he eache s’ belie s abou he ole o d awing in science lea ning seems o be a key ac o in enabling
child en o bene i om he pedagogical po en ial o d awing o lea ning science. Indeed, he ew eache s who,
in he in e iews, ela ed d awing o science eaching and lea ning, we e he ones who made explici use o d aw-
ing o science lea ning in he class oom. In ano he pape om he same p ojec (A eljung e al., 2021b), i has
been highligh ed he impo ance o he d awings p oduced by eache s. The esea che s ha e ound ha when a
eache d aws a schema ic d awing on he blackboa d abou a plan g ow h expe imen o be conduc ed, all he
child en d aw i in he same way. I has been in e p e ed ha he eache con eys he con en ions o how o d aw
in eaching science and helps he child en o o eg ound he scien i ic con en .
Con idence can be de ined as “ he s eng h o one’s belie s in one’s capabili ies” (O’Neill & S ephenson, 2012).
I has been shown ha eache s’ con idence in luences hei p ac ice. Fo example, when con idence o each sci-
ence concep s is low, eache s o e limi ed and unbalanced oppo uni ies o s uden s o lea ning science and
echnology (Hol oyd & Ha len, 1996) and do no ully engage s uden s in science (Syming on, 1980).
As a as we know, eache s’ con idence in d awing has no been add essed in science eaching speci ically.
Howe e , se e al s udies in o he disciplines such as a ha e shown ha eache s lack bo h d awing skills and con-
idence in d awing, which may de ac om hei e ec i eness as eache s and om hei s uden s’ achie emen s.
Fo ins ance, when he expe ience and eadiness o he p ima y school eache s o each he na ional cu iculum
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EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A
SCIENCE TEACHING STRATEGY
(pp. 911-927)
h ps://doi.o g/10.33225/jbse/22.21.911
in a has been assessed in England and Wales, e y ew ha e exp essed ha hey el con iden in eaching; mos
o hem e e ed o he impo ance o de eloping g ea e knowledge, skills, and con idence in eaching a (Clem-
en , 1994). Ac ually, eache s acknowledge limi ing hemsel es o only encou aging child en o d aw, a he han
e alua ing hei d awings, because hey do no eel able ei he o do such assessmen (Rose e al., 2006) o o each
speci ic d awing skills (Richa ds, 2003). This could be due o he limi a ions o hei own d awing abili y, which has
been desc ibed as he mos equen ly ci ed obs acle o eache s when i comes o helping child en d aw (Bu ki
e al., 2010). In ac , in G ea B i ain, he O ice o S anda ds in Educa ion, Child en’s Se ices and Skills (O s ed,
2009) has made a epo ha poin s ou ha he eache ’s own a is ic compe ence is an impo an success ac o ,
and ha eache s who use hei own ma e ials each mo e e ec i ely. Howe e , many p ima y school eache s
lack con idence in d awing, which in luences hei e ec i eness as eache s as well as hei s uden s’ achie emen s
(O s ed, 2009). Conce ning he diges i e sys em (DS), a p e ious s udy has shown ha eache s’ d awings o he DS
(when asked o d aw wha hey hough was inside he human body) we e simila o hose made by school and
uni e si y s uden s (Pa ick & Tunnicli e, 2010). These esea che s ha e poin ed ou ha i is necessa y o check
he le el o he eache s´ con en knowledge; howe e , i is also possible ha he low le el o hei d awings could
be a ibu ed o a lack o d awing ools and s a egies.
Resea ch Aim and Resea ch Ques ions
Re iewed li e a u e shows a lack o s udies ha explo e eache s’ eadiness o using d awing as a science
eaching s a egy in ea ly childhood educa ion. This s udy he e o e aimed o add ess his issue wi h a sample o
p ese ice eache s (PSTs), paying pa icula a en ion o a ious chosen elemen s: knowledge, sel -pe cei ed con-
idence and awa eness abou he impo ance and use ulness o d awing. Mo eo e , his s udy examined whe he
he s udy popula ion is homogeneous o he e ogeneous acco ding o hei esponses. The esea ch ques ion
was he ollowing: To wha ex en a e he PSTs eady o use d awing as a s a egy o eaching science in he ea ly
childhood class oom acco ding o ce ain dimensions (knowledge, con idence, and awa eness o he impo ance
and o he use ulness o d awing)? This esea ch ques ion was add essed by explo ing each o he dimensions
indi idually, o he one hand, and in combina ion, o he o he .
Resea ch Me hodology
Gene al Backg ound
This quali a i e s udy explo ed and desc ibed he eadiness o use d awings as a science eaching s a egy o
PSTs a he Facul y o Educa ion o Bilbao (Spain) a e pa icipa ing in ac i i ies in which PSTs used d awing as a way
o ep esen scien i ic knowledge –in his case, he DS- in 2019. In quali a i e inqui y, he pu pose is no o gene alize
o a popula ion, bu o make an in-dep h explo a ion o he phenomenon add essed in he s udy (C eswell, 2012).
Readiness was analysed acco ding o ou dimensions: knowledge, con idence, awa eness o he impo ance
o d awing and awa eness o he use ulness o d awing. These we e selec ed ollowing he li e a u e e iew in he
sec ion Teache s’ Readiness o Use D awings as a Science Teaching S a egy. Knowledge da a we e ga he ed om
d awings, and belie s (con idence and awa eness o impo ance and use ulness) om open-ended esponses o a
ques ionnai e. Le els o each dimension we e es ablished and quali a i e da a we e quan i a i ely coded. Desc ip-
i e s a is ics and clus e analysis we e unde aken o be e unde s and he esul s.
Pa icipan s
To explo e he phenomenon o eache s’ eadiness using d awings as a science eaching s a egy in ea ly child-
hood educa ion, pu pose ul sampling was unde aken. Tha is, esea che s in en ionally selec ed he pa icipan s
ha could help hem o unde s and he phenomenon (C eswell, 2012). Fo selec ing pa icipan s, con enience
(pa icipan s willing and a ailable o be s udied) was also aken in o accoun . Thus, he pa icipan s consis ed o
120 PSTs (in ou classes) s udying a Deg ee in Childhood Educa ion ( hi d yea ), augh by wo o he esea ch-
e s (each in wo classes) a he Facul y o Educa ion o Bilbao (Spain). All pa icipan s ga e in o med consen o
pa icipa e in he esea ch. I was clea ly s a ed ha pa icipa ion was olun a y and anonymous. PSTs in he da a
collec ion p ocess we e coded as “PST1, PST2, ... , PST120”.
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Teaching Sequence
The sequence was s uc u ed in se e al s ages as desc ibed be o e by he esea che s (Uskola e al., 2022).
Fi s , pa icipan s we e asked o w i e and d aw on an image o a human body silhoue e o abou 15 cm all, he
elemen s and p ocesses in ol ed in he case o milk in ole ance. PSTs hen sea ched o in o ma ion in g oups (3–5
people) and, guided by he eache , e iewed and econs uc ed hei o iginal model. The g oups hen ep esen ed
hei consensus model in a h ee-dimensional and dynamic physical model, which was hen p esen ed o he es
o he g oups. A e ha , he g oups made d awings o he DS. Nex , pa icipan s e lec ed on he impo ance and
use ulness o he d awings o he ep esen a ion o men al models h ough he eading o wo scien i ic a icles
gi en by he eache . The mos common e o s when d awing he DS we e also discussed. Finally, each PST was
asked o w i e and d aw again he elemen s and p ocesses in ol ed in he case o milk in ole ance.
Da a Collec ion and Analysis
In o de o add ess pa icipan s’ knowledge, he inal indi idual d awings we e analysed. To assess he
abili y o d aw he di e en dimensions ela ed o he unc ioning o he DS om a sys emic pe spec i e, he CMP
(Componen s-Mechanisms-Phenomena) amewo k and he le els o sys ems hinking p oposed by Hmelo-Sil e
e al. (2017) was adap ed. Fo his pu pose, an analysis o he d awings was i s ca ied ou , e alua ing each d aw-
ing o each o he es ablished dimensions. 0-3 le els o Componen s (C) we e adap ed om Reiss and Tunnicli e
(2001), based on he numbe o o gans d awn and whe he he d awings ep esen ed he sys em. Thus, le el 0
co esponded o d awings ha did no illus a e any in e nal o gans, whe eas d awings illus a ing 1-3, o mo e
han 3 in e nal o gans co esponded o le els 1 and 2 espec i ely. As wi h Reiss and Tunnicli e (2001), he idea o
sys em (le el 3) was conside ed o be p esen only i he e was an unin e up ed connec ion be ween he mou h
and he anus, and i he e we e mo e han h ee o gans ep esen ed. Mechanisms (M) we e sco ed acco ding o
he numbe o diges i e p ocesses (Snapi e al., 2017) in he con ex o which hey e e ed (e.g., diges ion o
ood, abso p ion o nu ien s, and e men a ion in he la ge in es ine). D awings we e sco ed on he Phenomena
(P) dimension based on he p esence o he ou comes o he mechanisms (Snapi e al., 2017), i.e., he egula o y,
plas ic, ene ge ic unc ions pe o med by he abso bed nu ien s, as well as he symp oms in he case o in ole -
ance.
A second s ep was o assign o each d awing a le el (Table 1) in a ca ego y ha e lec ed he ep esen a ion
o he sys em as a whole, o which he p oposal by Hmelo-Sil e e al. (2017) was adap ed h ough he cons an
compa a i e me hod (Lincoln & Guba, 1985) wi h he da a. Thus, o e alua ing knowledge, hese le els we e se :
le el 0 co esponded o blank o e oneous answe s. Le el 1 indica ed ha Componen s we e iden i ied in he
d awing bu no in e connec ed. Le el 2 was se o PSTs wi h le el 3 in Componen s, bu who had no ela ed hem
o Mechanisms o Phenomena. Le el 3 and 4 co esponded o es ablishing ela ionships be ween Componen s
and Mechanisms, le el 4 being o hose who d ew he o gan sys em. Le el 5 ma ched he highes le el o Hmelo-
Sil e e al. (2017) and included he d awings ha ep esen ed all he in e ela ed dimensions o sys ems hinking.
Table 1
Le els Es ablished o he Analysis o he DS in he D awings Made by he PSTs F om a Sys emic Pe spec i e
Le el CMP ela ion Explana ion
5 C:M:P D aws in e ela ed o gans in ela ion o mechanisms and phenomena
4 (C:C):M D aws in e ela ed o gans in ela ion o mechanisms
3 C:M D aws o gans in ela ion o mechanisms
2 C:C D aws he o gans in an o gan-sys em
1 C D aws o gans wi hou connec ing o o he o gans o mechanism
0 No answe o e oneous answe
No e: Adap ed om Hmelo-Sil e e al. (2017).
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EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A
SCIENCE TEACHING STRATEGY
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The ollowing example (PST71) (Figu e 1) shows a d awing in le el 4, wi h a sys em o in e connec ed o gans
and he ep esen a ion o wo p ocesses: he “non-diges ion” o lac ose in he case o in ole ance ( ep esen ed
as a molecule wi h wo pa s connec ed and a label desc ibing i ) and he e men a ion ( ep esen ed as a colou
change in he molecule ha appea s su ounded by bac e ia).
Figu e 1
Example o D awing in Le el 4 (PST71)
Rega ding he eache s´ belie s, hei w i en esponses o a ques ionnai e (Table 2) we e aken in o accoun .
The PSTs we e asked abou hei belie s (con idence, impo ance, and use ulness) o using d awings as a science
eaching s a egy.
Table 2
Ques ionnai e Filled by he S uden s in he Beginning and a he End o he Sequence
Elemen Ques ion
Con idence In you opinion, wha is you abili y o d aw scien i ic con en ? Explain wha you a e capable o , wha you a e no
capable o and wha you needs a e.
Impo ance In you opinion, wha is he impo ance o being able o d aw o eaching na u al sciences in ea ly childhood
educa ion? Jus i y you answe explaining wha an ea ly childhood educa ion eache should be able o d aw in
ela ion o scien i ic con en .
Use ulness In you expe ience, did you ind d awings use ul o lea ning?
No e: The ques ion abou use ulness was only answe ed once (a he ini ial ques ionnai e).
Th ee le els (0-2) we e es ablished based on how ca ego ical PSTs we e in hei answe s. Thus, le el 2 in con-
idence, impo ance and use ulness co esponded o PSTs ha we e su e o being con iden in d awing science
con en , o PSTs ha said ha i is impo an o eache s o be able o d aw, o PSTs ha s a ed ha d awing is
use ul o science lea ning, espec i ely. Le el 0 o he h ee cons uc s was o PSTs ha answe ed “no” ca ego i-
cally. Le el 1 was gi en o in e media e answe s (in he case o con idence, le el 1 was gi en when PSTs se condi-
ions o achie e i ).
EARLY CHILDHOOD PRE-SERVICE TEACHERS’ READINESS FOR USING DRAWING AS A
SCIENCE TEACHING STRATEGY
(pp. 911-927)
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Mos o he answe s we e he same a he beginning and a he end o he sequence, bu when he answe
was no exac ly he same, he esponses we e indi idually examined by he esea che s. Fo example, a e pa ici-
pa ing in he sequence, some PSTs changed hei pe cep ion o hei own con idence because hey had become
awa e o hei di icul ies; in ega d o he impo ance, some PSTs ga e mo e impo ance o he s a egy. In hose
cases, he inal answe was aken in o accoun . Fo example:
PST3. Be o e: ‘I hink I am capable o d awing scien i ic con en . Fo example, I am able o d aw a ious pa s o
he human body as well as o he li ing beings and elemen s o na u e’ (le el 2). A e : ‘I ha e di icul y d awing
scien i ic concep s, especially when I do no p ope ly iden i y he elemen s necessa y o he explana ion’ (le el 1).
In he cases o PSTs ha jus i ied o explained one answe be e han he o he , he be e explained answe
was chosen. Fo example:
PST37. Be o e: ‘In my opinion, I am able o d aw animals, plan s, ees o he sola sys em, ha is, I hink I am able
o d aw scien i ic con en . Howe e , I hink ha in ea ly childhood educa ion mo e impo ance should be gi en
o d awing, in o de o be e de elop his compe ence’ (le el 2). A e : ‘I hink I d aw animals and plan s be e
han he body’ (le el 1).
In his case, esea che s conside ed he con idence assessmen o be le el 2.
Desc ip i e S a is ics and Clus e Analysis
Measu es o cen al endency (mean, median and mode), a iabili y (s anda d de ia ion, minimum and maxi-
mum) and equency dis ibu ion we e calcula ed o he ou a iables: knowledge, con idence and awa eness o
he impo ance and use ulness o d awing.
Clus e analysis was conduc ed o ind g oups o simila s uden s based on hei knowledge, con idence, awa e-
ness o impo ance and awa eness o use ulness. Be o e compu ing he esul s, se e al analyses we e pe o med.
Fi s , ou lie s we e de ec ed, which led o he exclusion o one s uden . Then, associa ion be ween a iables was
de e mined by means o he Spea man co ela ion analysis; no co ela ion was ound, indica ing ha selec ed
a iables may well e lec di e en unde lying cons uc s. Then, he clus e ing a iables we e educed om ou o
h ee (knowledge, con idence, and awa eness o impo ance), as all s uden s sco ed 2 in awa eness o use ulness.
Finally, all sco es we e ans o med in o s anda dised z-sco es o ensu e ha di e en scales in a iables did no
in luence he K-means clus e esul s.
The K-means clus e ing me hod was used because o i s simplici y and e iciency in applica ion (Han & Kambe ,
2006). The clus e ing algo i hm was pe o med i e a i ely om 2 o a maximum numbe o 8 clus e s. The op imal
numbe o clus e s was selec ed in acco dance wi h he numbe o i e a ions needed un il con e gence, inal clus e
cen e alues and high and signi ican F alues. Tha led o he conclusion ha 3 clus e s we e he op imal solu ion.
A e he clus e analysis, sepa a e K uskal Wallis es s we e conduc ed o iden i y di e ences ac oss he h ee
clus e s (non-pa ame ic analyses we e selec ed due o he small size o he samples in one o he clus e s). All
analyses we e pe o med in SPSS 27.
Resea ch Resul s
PSTs’ Readiness o Using D awings as a Science Teaching S a egy
In o de o p o ide basic in o ma ion abou he a iables in he da ase , Table 3 p esen s measu emen s o
cen al endency (mean and median), a iabili y (s anda d de ia ion, minimum and maximum) and equency
dis ibu ion.
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Table 3
Resul s F om Desc ip i e S a is ics (Mean, Median, S anda d De ia ion, Minimum and Maximum and F equency Dis ibu ion)
o Knowledge, Con idence, Impo ance and Use ulness
Knowledge Con idence Impo ance Use ulness
Values 0,1,2,3,4,5 0,1,2 0,1,2 0,1,2
N 120 120 120 120
M1.50 1.08 1.92 1.98
Mdn 1.00 1.00 2.00 2.00
SD 0.95 0.69 0.33 0.18
min 0 0 0 0
max 5 2 2 2
0 3 24 2 1
180 63 6 0
2 21 33 112 119
36
4 10
5 0
Figu e 2
F equency o PSTs’ D awings in Each Le el o Knowledge
As can be seen in Table 3 and Figu e 2, he majo i y o PSTs (67%) we e a knowledge le el 1, i.e., hey d ew
only componen s, and hese we e no in e ela ed as a sys em. Only 13% eached le els 3 and 4, i.e., hey d ew, in
addi ion o componen s, how componen s pa icipa e in he mechanisms o he sys em. Since he ac o si ua -
ing he in e ela ed componen s as a sys em de ines le els 2 and 4 (compa ed o le els 1 and 3), i is no ewo hy
ha while he e we e mo e PSTs in le el 1 han in le el 2, he e we e mo e in le el 4 han in le el 3; his indica es
a ce ain ela ionship be ween ep esen ing he sys em in e ela ed and ep esen ing i s mechanisms. Indeed,
among hose PSTs ha d ew un ela ed componen s, only 7% ep esen ed mechanisms; and among hose PSTs
ha d ew he o gan sys em, 32% did ep esen mechanisms.
In ega d o con idence, 27.5% o he PSTs we e ully con iden in d awing scien i ic con en ; mo e han hal
o he PSTs (52.5%) we e con iden in d awing bu speci ically indica ed ha his was only ue as long as hey
we e simple con en s ha had been p e iously s udied; 20% o he PSTs indica ed ha hey we e no con iden
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in d awing scien i ic con en s (le els 2, 1 and 0 in con idence, espec i ely). Figu e 3a shows he dispe sion plo
o knowledge and con idence. I is in e es ing o no e ha PSTs ha eached le els 3 and 4 in knowledge, always
eached a leas le el 1 in con idence, indica ing ha , al hough no co ela ion was ob ained, highe le els o
knowledge may be associa ed wi h a ce ain deg ee o con idence. In he same way, no PST a le el 0 o knowledge
eached le el 2 o con idence.
Conce ning he impo ance o d awing in he ea ly childhood educa ion class oom, he majo i y o he PSTs
had no doub s ha d awing is impo an , and e y ew hough ha i was only impo an in ce ain cases o ha
i was no impo an a all (93.3%, le el 2; 5%, le el 1; 1.7%, le el 0). Howe e , as can be seen in Figu e 3b, in he ew
cases in which impo ance was le el 0 o 1, he le el o knowledge was ne e high. Finally, when PSTs we e asked
whe he hey ound d awings use ul o lea ning, 99% s a ed ha hey did. The sample was he e o e he e ogeneous
in e ms o knowledge and con idence, and homogeneous in e ms o awa eness o impo ance and use ulness.
Figu e 3
Dispe sion Plo o (a) Knowledge and Con idence o PSTs; and (b) Knowledge and Awa eness o Impo ance o PSTs
Desc ip ion o Clus e s Acco ding o PSTs’ Readiness o Using D awings as a Science Teaching S a egy
PSTs we e classi ied in o h ee clus e s. Table 4 shows he esul s om he desc ip i e s a is ics o he clus e s,
Figu e 4 shows a 3D ep esen a ion o he clus e s and Figu e 5 shows he dis ance o each PST om i s clus e
cen oid de i ed om he clus e analysis. Below, desc ip ions o he clus e s a e gi en wi h e e ence o he inpu
a iables: knowledge, con idence and awa eness o impo ance and use ulness.
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Table 4
Resul s om Desc ip i e S a is ics o he Th ee Clus e s
Va iable Clus e 1
N= 34
Clus e 2
N= 8
Clus e 3
N= 77
M z SD R M z SD R M z SD R
Knowledge 2.76 1.32 0.89 2-4 1.13 -0.40 0.35 1-2 0.99 -0.54 0.26 0-2
Con idence 1.29 0.31 0.46 1-2 0.88 -0.31 0.84 0-2 1.01 -0.10 0.73 0-2
Impo ance 2 0.25 0 2-2 0.75 -3.49 0.46 0-1 2 0.25 0 2-2
Use ulness 2 0 2 0 2 0
No e: S anda dised z sco es (M = 0; SD = 1) a e also gi en.
Figu e 4
3D Rep esen a ion o he Th ee Clus e s (Mean Values) Acco ding o he PSTs’ Knowledge, Con idence and Awa eness o
Impo ance
No e: Awa eness o use ulness was no included as all pa icipan s sco ed he maximum alue. Volume o he bubbles ep esen s
he ela i e size o he clus e s. A ideo showing he igu e om all sides is a ailable in
h ps://doi.o g/10.6084/m9. igsha e.20338698
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Aina a Achu a
(Co esponding au ho )
PhD, P o esso , Facul y o Educa ion and Spo s, Uni e si y o he
Basque Coun y UPV/EHU, Vi o ia-Gas eiz, Spain.
E-mail: [email p o ec ed]
ORCID: h ps://o cid.o g/0000-0001-8055-6057
Te esa Zamalloa PhD, P o esso , Facul y o Educa ion o Bilbao, Uni e si y o he
Basque Coun y UPV/EHU, Leioa, Spain.
E-mail: e [email protected]
ORCID: h ps://o cid.o g/0000-0001-8050-496X
A ai z Uskola PhD, P o esso , Facul y o Educa ion o Bilbao, Uni e si y o he
Basque Coun y UPV/EHU, Leioa, Spain.
E-mail: [email p o ec ed]
ORCID: h ps://o cid.o g/0000-0003-0621-3085
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