How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?

Erdoğan, Sezen Camcı

doi:10.21891/jeseh.487304

Cited by 3 publications

(4 citation statements)

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“…Among the stereotypes possessed by elementary and middle school students are that scientists are white Caucasian (Barman 1999) and males (Akcay, 2011;Barman, 1999;Jane, Fleer & Gipps, 2007). These students often perceive scientists as weird, bad and mad people (Jane, Fleer & Gipps, 2007), who work alone (Barman, 1999), and who conduct experiments indoors (Akcay, 2011;Camci-Erdogan, 2019;Erten, Kiray & Sen-Gumus, 2013;Fralick, Kearn, Thompson & Lyons, 2009;Jane, Fleer & Gipps, 2007). Students at different grade levels have stereotypical image of scientists (e.g., Cakmakci, Tosun, Turgut, Orenler, Sengul & Top, 2011).…”

Section: Introductionmentioning

confidence: 99%

Science Teachers’ and Their Students’ Perceptions of Science and Scientists

Takach

Yacoubian

2020

IJEMST

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The purpose of this study was to explore school science teachers’ and their students’ perceptions of science and scientists. The participants included 116 in-service middle school chemistry teachers who attended a training program at the Faculty of Education, Lebanese University, and 250 of their students, randomly selected from a larger sample of 2345, enrolled in Grades 7-9 at Lebanese public schools all over Lebanon. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data was collected from the participating teachers and their students. The teachers themselves administered the test to their students. Results showed that the stereotypical image of a scientist being a Caucasian, male, working in a lab, and conducting experiments mainly in chemistry were prevalent. There was absence of contemporary scientists and female scientists among the preferred names of scientists delivered by the students. The participants held positive attitudes towards scientists and many students were usually positive about pursuing careers in science and technology. Compared to their teachers, more students thought that scientists make inventions in the field of technology. Students in lower grades had more diverse images of scientists. The stereotypical images increased among students of higher grades and became more similar to those of their teachers and the authors of the textbooks that they use.

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Section: Introductionmentioning

confidence: 99%

Science Teachers’ and Their Students’ Perceptions of Science and Scientists

Takach

Yacoubian

2020

IJEMST

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“…International Journal of Academic Research in Education, 6(1) scientists' perceptions of their gender have been distributed in a balanced way as women and men, contrary to many previous studies in the literature (For example; Angın & Özenoğlu, 2019;Camcı Erdoğan, 2019;Çermik, 2013;Gülhan & Şahin, 2018;Mead & Metraux, 1957;Özgelen, 2012;Özsoy & Ahi, 2014;Ünver, 2010). One of the reasons for this result may be the activities that enabled the study group, 30 women, to question the characteristics of scientists in the course named history and nature of science.…”

Section: Discussionmentioning

confidence: 73%

“…In this study, although findings of physical characteristics compatible with the literature (For example; Bartoszeck, & Bartoszeck, 2017;Bilir;Eyceyurt Türk & Tüzün, 2020;Demirbaş, 2009;Küçük & Bağ, 2011;Song & Kim, 1999;Türkmen, 2008) were reached, on the contrary, there were participants who emphasized that the scientists were well-groomed. In addition, Research in Education, 6(1) scientists' perceptions of their gender have been distributed in a balanced way as women and men, contrary to many previous studies in the literature (For example; Angın & Özenoğlu, 2019;Camcı Erdoğan, 2019;Çermik, 2013;Gülhan & Şahin, 2018;Mead & Metraux, 1957;Özgelen, 2012;Özsoy & Ahi, 2014;Ünver, 2010). One of the reasons for this result may be the activities that enabled the study group, 30 women, to question the characteristics of scientists in the course named history and nature of science.…”

Section: Discussionmentioning

confidence: 82%

Preservice Science Teachers’ Perceptions towards Scientists

Şentürk

2020

International Journal of Academic Research in Education

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The aim of the research is to determine the perceptions of preservice science teachers who attended the course History and Nature of Science taught according to explicit-reflective approach, towards scientists. It is also to reveal the participants' expectations from the scientists in the context of social contribution. Thus the study was planned based on qualitative phenomenological research design. Participants of the study consisted of 32 third grade preservice science teachers. Participants were provided with the necessary prerequisite knowledge through video demonstrations, questioning and answering methods, article review studies, activities related to the nature of science and sharing reflections about the activities. Data were collected using drawing technique, "A New Society" activity questions and a structured interview form. Content analysis technique was used in the analysis of the data obtained in the study. As a result of the analysis of the data, preservice teachers' perceptions about scientists were found to be compatible with the literature in terms of physical and personal characteristics, study areas, working environments and social contribution of scientists. However, contrary to the findings in the literature suggesting that the scientists are male, approximately half of the participants in this study stated that they perceived the scientists as women.

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“…En el nivel elemental inician a los estudiantes en el estudio del fenómeno científico. Para Erdogan (2019), el papel de los expertos del nivel básico es crucial en la educación científica, en el desarrollo de los conocimientos y de las habilidades científicas en general. Los grados que conforman esta etapa formativa constituyen la base sobre la cual se construirá el aprendizaje de las ciencias de los niveles educativos superiores.…”

Section: Desarrollo Del Pensamiento Computacional Centrado En La Prob...unclassified

Integración de las ciencias y la música para conservar el ambiente por medio del pensamiento computacional

Rivera

Pérez²,

Olivieri

et al. 2022

IJNE

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El artículo presenta y describe el Proyecto Code, Science & Music Remix, una experiencia educativa centrada en la problematización en el aprendizaje. El mismo fue diseñado para desarrollar el pensamiento computacional desde un enfoque de integración curricular en el contexto de los Objetivos de Desarrollo Sostenible (ODS). El proyecto tuvo como propósito principal promover el desarrollo del pensamiento computacional en estudiantes de quinto grado y en futuros maestros del nivel elemental. Como parte de las clases de ciencias se aprendió de las esferas terrestres y se implementaron los talleres de programación utilizando la plataforma de EarSketch. La plataforma busca que los participantes aprendan a programar, y desarrollen el pensamiento computacional, a la vez que expresan sus conceptualizaciones a través de la música. Esta integración de las ciencias y la música lo aplicaron en una composición musical con el propósito de concienciar en torno al ambiente. Tanto el producto musical como el proceso para lograr los objetivos el proyecto, se presentó a la comunidad escolar con el fin de educar a otros acerca de la necesidad de conservar el ambiente y vivir de forma cónsona con los ODS en beneficio de los habitantes de la Tierra.

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How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?

Cited by 3 publications

References 50 publications

Science Teachers’ and Their Students’ Perceptions of Science and Scientists

Science Teachers’ and Their Students’ Perceptions of Science and Scientists

Preservice Science Teachers’ Perceptions towards Scientists

Integración de las ciencias y la música para conservar el ambiente por medio del pensamiento computacional

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