Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks

Yacoubian, Hagop A.; Al-Khatib, Layan; Mardirossian, Taline

doi:10.1007/s11191-017-9908-0

Cited by 26 publications

(26 citation statements)

References 56 publications

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“…In the literature, the negativity of prominence of male scientist image predominantly in the course materials is particularly associated with the decrease in the interest of female students in science. It is also revealed that such an image of a dominant male scientist makes female students think that the scientist must be male (Charles & Grusky 2004;Unver, 2010;Yacoubian et al, 2017). It was seen that the distribution of scientists in science textbooks by nationality was mostly foreign (Western / European), whereas the number of Non-Western scientists remained quite low.…”

Section: Discussion and Resultmentioning

confidence: 99%

“…It is aimed that students have an idea about the processes in which scientists produce knowledge by utilizing the history of science in science (Koseoglu & Durukan, 2017). The most useful way to make scientific research processes more prominent for students in science education is to reflect them in textbooks (Yacoubian, Al-Khatib, & Mardirossian, 2017). Textbooks are one of the most basic means in order to store and transmit information and are the most important guiding light in understanding specific topics for students (Khine & Liu, 2017;Lee, 2010;Nakiboglu, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…In particular, the fact that the scientific texts are effectively supported through visual learning representations is a key element in advancing science literacy and understanding knowledge (Tippett, 2016). Therefore, since it is not possible to observe the scientific processes of scientists in the past, it is important to make these situations understandable through visual representations in a course (Preston, 2017;Yacoubian et al, 2017). However, it is pointed out that the scientists presented in the science textbooks are often described as standard western, male, spectacled, with white coats, alone and having an unclear working style (Karacam et al, 2014;Yacoubian et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, since it is not possible to observe the scientific processes of scientists in the past, it is important to make these situations understandable through visual representations in a course (Preston, 2017;Yacoubian et al, 2017). However, it is pointed out that the scientists presented in the science textbooks are often described as standard western, male, spectacled, with white coats, alone and having an unclear working style (Karacam et al, 2014;Yacoubian et al, 2017). When studies on this subject are examined, it is revealed that students thinks that scientists have a stereotypical image to a large extent (Archer et al 2010;Christidou, Hatzinikita, & Samaras, 2012;Samaras, Bonoti, & Chistidou, 2012;Villar & Guppy, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Profiles of Scientists in Secondary Science Textbooks in Turkey

Göksu

İnaltekin

2020

Kastamonu Eğitim Dergisi

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The aim of this study is to examine the profiles of scientists in textbooks prepared to be taught in high school science courses in Turkey. The sample of this study consists of 33 high school science textbooks prepared by the Ministry of National Education Publishing House for both general high schools and science high schools and by private publishing houses for the textbooks of biology, physics and chemistry courses at high schools in 2018-2019 academic year. Document analysis design, which is one of the qualitative research methods is used in this study. The data of the study are analyzed in terms of gender, nationalities, physical characteristics, the types of scientific study and working environments of the scientists in the textbooks according to class level, science field and the type of publishing house. According to the results of the study, there is no balanced distribution of gender and nationality in textbooks. In addition, it has been found that scientists are represented as stereotypes and the working environments and forms are largely ambiguous. The results of this study indicate that the descriptions of scientists made in secondary school science textbooks should be rearranged in Turkey.

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Section: Discussion and Resultmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Examining the Profiles of Scientists in Secondary Science Textbooks in Turkey

Göksu

İnaltekin

2020

Kastamonu Eğitim Dergisi

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“…Individuals or groups of persons represented. There are studies showing that scientists are often represented working alone, thus denying the social and collective nature of the production of knowledge (Al-Khatib & Mardirossian, 2017;van Eijck & Roth, 2013). Thus, we were interested in knowing if mathematicians were represented individually or collectively, in order to identify the kind of perspective on mathematical activity that was favoured in the textbooks.…”

mentioning

confidence: 99%

Representations of Mathematicians in Lower Secondary Mathematics Textbooks

Castañeda

Aguilar

Gómez-Blancarte

et al. 2019

EURASIA J MATH SCI T

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We report on a study focused on identifying and describing the representations of mathematicians contained in Mexican textbooks of lower secondary level. We considered representations not only in the text but also in drawings, photographs, and illustrations in general. The term mathematician was understood in a broad sense: any person (or group of people) that in the textbook either (1) was explicitly referred to as a mathematician, (2) was credited with the development of a mathematical concept or tool, or (3) was displayed performing some sort of mathematical activity (such as counting, modelling, etc.). The results show that the representations that most frequently appear in the textbooks are white male mathematicians (mainly Europeans), who lived in ancient times; the representations of female mathematicians are almost nil. At the end of the paper the implications of these results are discussed, and some directions for future research are suggested.

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Nature of Science for Social Justice: Why, What and How?

Hansson

Yacoubian

2020

Science: Philosophy, History and Education

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Abstract“Nature of Science” (NOS) and “Social Justice” (SJ) are vivid areas in contemporary science education research. There are different conceptualizations of NOS and SJ, giving rise to divergent research agendas. NOS and SJ research areas have mostly been separate tracks, with only a few contributions across each other. The aim of this volume is to bring NOS and SJ research closer together, explore possibilities that might arise, and start a dialogue on the characteristics of NOS for SJ. In this chapter, we prioritize SJ as an overall aim of science education and shed light on how NOS teaching can contribute to that aim. We argue for the importance of three questions: Why should a school science aiming for SJ address NOS? What NOS-related content, skills and attitudes form the basis when aiming for SJ? How can school science address NOS for SJ? The goal of the dialogue around these three broad questions is to develop a research base for NOS teaching aimed towards SJ. In this chapter, we initiate this dialogue, which is then continued in the chapters that follow. We also provide an overview of the volume and identify some of the main arguments that the authors make as they embark upon this dialogue.

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Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks

Cited by 26 publications

References 56 publications

Examining the Profiles of Scientists in Secondary Science Textbooks in Turkey

Examining the Profiles of Scientists in Secondary Science Textbooks in Turkey

Representations of Mathematicians in Lower Secondary Mathematics Textbooks

Nature of Science for Social Justice: Why, What and How?

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