Beyond Stereotypes

Boylan, Colin; Hill, Doug; Wallace, Andrew; Wheeler, Alan E.

doi:10.1002/sce.3730760502

Cited by 57 publications

(36 citation statements)

References 10 publications

(9 reference statements)

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“…Some critics are dismissive of the signiicance of draw a scientist tests because they believe they yield meaningless representations of the concept of scientist [41]. Add the intriguing consideration that even the act of asking students to draw a scientist may inadvertently indicate to students that a typical scientist exists.…”

Section: Resultsmentioning

confidence: 99%

Mixed Messages for Our Next Generation of Scientists

Farland-Smith¹

2017

The Evolution of Media Communication

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Scientists have been in the media ever since Frankenstein in 1931. Today's youth may not have seen the original movie or read the book, but they have seen cartoon reiterations of the famous classic as the work has inspired numerous ilms, television programs, video games, characters in books and movies. The concept of the "mad scientist" creating a creature, monster, or weapon that eventually falls out of his control, leading to the scientist's eventual defeat or ruin, is a common theme in science-iction and comic books.Draw-A-Scientist protocols have been utilized by science education researchers to investigate learners' perceptions of scientists. This chapter discusses historical perspectives of scientists in the media, the methods for analyzing students' perceptions of scientists and how aspects of their illustrations relate students' perceptions of scientists. The discussion presented here is framed in the context in which young children hold a range of perceptions that are based on cultural inluences, and sometimes these images are limited, and sometimes they compete within the individual. The position of this author is that each of these three are interconnected with the others, support each other, and must be considered along with students' cultural background and science identity if these illustrations are to fulill any promise of its utility for research or instructional purposes.

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Section: Resultsmentioning

confidence: 99%

Mixed Messages for Our Next Generation of Scientists

Farland-Smith¹

2017

The Evolution of Media Communication

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“…As críticas a esse instrumento consistem na incapacidade de mensurar o quanto as crianças levam a sério a atividade ou compreendem o que devem fazer. Há a possibilidade de que os alunos entendam que devem desenhar a imagem ideal de um cientista e não como o veem (Boylan, Hill, Wallace, & Wheeler, 1992). Por esse motivo, nos artigos mais recentes que usaram o DAST, os pesquisadores incorporaram também uma etapa de entrevista, na qual as crianças podem expressar suas ideias e contar a história inspiradora dos seus desenhos (p.…”

Section: Quais As Principais Estratégias Usadas Para Acessar As Conceunclassified

Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências

Azevedo

Scarpa

2017

RBPEC

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A natureza da ciência (NdC) tem sido apontada como um componente importante do ensino de ciências, pois o conhecimento sobre a ciência pode contribuir para a tomada de decisões do cidadão contemporâneo. Há poucos trabalhos de revisão com caráter quantitativo no campo da educação em ciências. Dada a importância do tema e considerando a necessidade de organizar e compreender o conhecimento produzido pelas pesquisas sobre concepções de NdC, realizamos uma revisão sistemática, segundo os princípios do PRISMA, a fim de quantificar e iniciar uma reflexão sobre (i) as tendências de publicação de trabalhos sobre concepções de NdC, (ii) as principais características desses trabalhos, (iii) os aspectos de NdC frequentemente elencados como importantes para o ensino e (iv) as principais estratégias usadas para acessar as concepções de NdC. Analisamos 396 artigos publicados até fevereiro de 2015, nos periódicos de Ensino e Educação da lista WebQualis 2013. Nossa revisão sistemática representou um esforço inicial para expor um panorama geral da área e permitiu identificar tendências e lacunas de pesquisa. Esforços de investigação são necessários para o levantamento de concepções de NdC no contexto brasileiro e associados ao ensino de disciplinas específicas. Encontramos 25 aspectos de NdC relatados como importantes para o ensino, abordamos parte do debate acerca dos consensos e das listas de aspectos de NdC e trouxemos características gerais dos principais questionários usados para o levantamento de concepções de NdC.Palavras-chave: concepções de ciência; instrumentos de pesquisa; listas de aspectos de NdC; revisão sistemática; tendências de pesquisa, visão consensual.The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of

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“…Criticism of this instrument consists of the inability to measure just how seriously children take the activity or understand the set task. There is a possibility that students will understand that they are supposed to draw the ideal image of a scientist rather than how they see scientists (Boylan, Hill, Wallace, & Wheeler, 1992). For this reason, in the more recent articles that have used DAST, the researchers also incorporated an interview stage in which children can express their ideas and tell about what inspired their drawings (e.g., Miller, 1993;Tucker-Raymond Varelas, Pappas, Korzh, & Wentland, 2007).…”

Section: What Are the Main Strategies Used To Access Nos Conceptions?mentioning

confidence: 99%

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

Azevedo¹,

Scarpa²

2017

RBPEC

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The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv) the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOS conceptions.

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Beyond Stereotypes

Cited by 57 publications

References 10 publications

Mixed Messages for Our Next Generation of Scientists

Mixed Messages for Our Next Generation of Scientists

Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

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