Development & validation of scientific video vignettes to promote perception of authentic science in student laboratories

Abstract

Background: Many students have incomplete or incorrect perceptions of science and scientists. These simplified images, mediated by media or influential agents of socialisation, result in common stereotypes. Especially for occupational choices it is important to convey an authentic image about science and scientists. Purpose: One manner to convey an authentic image and thus the aim of this study is the development and validation of scientific videos including collected activities of scientists. Program description: Professors were interviewed regarding their typical scientific activities. This was followed by the development of a questionnaire which was answered by junior scientists. Authentic scientific videos were developed and finally validated in a science lab for school-students based on qualitative and quantitative results. Sample: 92 junior scientists answered the questionnaire and eight professors and 96 students (31 girls and 65 boys; grade 10 to 13) were interviewed. Design and methods: The scientists were surveyed before the development of the videos. The RIASEC+N model was used to categorise the collected activities of scientists. Finally, students were interviewed for the video validation. Results: A number of different scientific activities of each RIASEC+N dimension could be detected, which were then integrated into four videos. The interviewed students who watched those videos successfully identified all of the activities. Conclusion:The working day of scientists contains more than stereotypical aspects and wellconsidered/planned videos are one suitable option to promote an authentic overview about science and scientists.

Scientists of the future: an analysis of talented students’ interests

“…Moreover, several times, the structure of the instrument has been shown to be valid by calculating confirmatory factor analysis models with very good goodness-of-fit indices in three studies with different participants (Dierks et al, 2016: grades 8-12;Blankenburg, Höffler, & Parchmann, 2016a: grade 6;Höft, Bernholt, Blankenburg, & Winberg, 2019: grades 5-11). Lastly, a study which asked science professors to judge the validity of their activities regarding the seven dimensions confirmed the general structure of the model even further (Stamer et al, 2019).…”

“…Its small to medium correlations with general interest in science subjects might be an indication that we indeed measured interest in science activities, but more fine-grained than with conventional instruments. Thus, this approach might provide students with a more authentic view on science (see also Stamer et al, 2019) and might make them realize that science is more diverse than they thought. Furthermore, we not only discovered to-be-expected overall differences favoring the participants, but also could identify specific profiles.…”

“…Such enrichment or in-school activities might trigger a stronger interest in science itself, thus presenting a possible method to close still existing gender gaps in science competitions, science courses, and science as a profession (e.g., Reis & Park, 2001;Steegh, Höffler, Keller, & Parchmann, 2019). On the other hand, this finding could be seen as a grave shortcoming of the boys' interest profiles: As social and artistic science activities are important parts of today's scientists' work fields (Stamer et al, 2019) and the artistic dimension developed in childhood in particular is very important for success among adult science, technology, engineering, mathematics, and medicine (STEMM) professionals (Root-Bernstein et al, 2019), serious efforts might be in order to promote boys' interests in these fields.…”

“…Scientists' career profiles have expanded significantly over the decades (e.g., Anderson et al, 2011;Andrews, Weaver, Hanley, Shamatha, & Melton, 2005;O'Leary, 2012;Wilding, 1995). They not only need to be creative, to understand their field and research methods, and to be resourceful and inventive regarding their research questions (Stefanadis, 2006), they also need to know how to teach, how to catalog, how to fill out proposal forms, how to present their results to different audiences, how to collaborate with colleagues around the world, and more (Stamer, Pönicke, Höffler, Schwarzer, & Parchmann, 2019). This certainly does not correspond with every scientists' interests, tasks, and abilities, and many scientists often complain about too many duties keeping them away from their "real research," some having rather narrowly defined duties.…”

Aplikasi blood smart: media pembelajaran biologi berbasis android di era revolusi industri 4.0

“…Pemilihan warna serta background disesuaikan dengan corak warna yang dominan terang, sehingga dapat menarik perhatian siswa pada aplikasi tersebut. Penggunaan warna yang sesuai dalam media pembelajaran dapat membangkitkan motivasi, perasaan, perhatian, dan kesediaan siswa dalam belajar (Riyanto & Susilawati, 2019;Stamer et al, 2020).…”