LUMAT
860
In total, two Grade 3 students (8% of drawings) represented the emotional climate
in the geometry classroom as neutral. This can be recognized by neutral body language
(e.g., hands placed on the desks) and neutral thought and speech bubbles (e.g., “Open
your books at pages 16-17. We are doing these pages now.”, “OK.”). Whereas the
interview revealed that the first drawing represented a stable condition (trait), the
second drawing represented a specific moment in the geometry class (state). Only one
Grade 3 student’s drawing was rated as unidentifiable. In this drawing, there were no
facial or body expressions, and speech and thought bubbles could not be identified.
Children’s names are written on drawn rectangles, which most likely represented
desks. Likewise, the interview did not provide any further information.
To summarize, in the sample of Grade 3 students’ participant-produced drawings,
the emotional classroom climate in geometry was predominantly (more than half)
positive and a rather stable condition (trait). Only one drawing showed a completely
negative emotional classroom climate which, however, reflected a temporary situation
of geometry teaching (state). The few cases of ambivalent classroom climate had more
positive emotional features than negative ones.
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