The effect of the visiting-scientist approach supported by conceptual change activities on the images of the scientist

Karaçam, Sedat; Bilir, Volkan; Danışman, Şahin

doi:10.1080/09500693.2020.1864677

Cited by 7 publications

(4 citation statements)

References 38 publications

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“…Similarly, in the pre-test of the present research, it was seen that female students had fixed views of people working in scientific fields. However, stereotypical images may be changed with intervention programs, as both the present work and various past studies have found that intervention programs have a positive effect on changing students' images of science (Emvalotis & Koutsianou, 2018;Karacam et al, 2021;Leblebicioglu et al, 2020). Interactions with female STEM professionals positively contributed to an increase in portrayals of scientists as women in the present study.…”

Section: Discussionsupporting

confidence: 59%

“…As the significance of scientific knowledge continues to gain prominence, nations are increasingly focusing their efforts on augmenting both the quantity and caliber of scientists who play a pivotal role in advancing our understanding of the world through scientific research (Karacam et al, 2021). The global competitiveness of countries is often suggested as a key outcome of developing a skilled STEM workforce (Bybee, 2013;Constan & Spicer 2015).…”

Section: Images Of Stem Professionsmentioning

confidence: 99%

“…Studies have shown that students have stereotypical images of scientists; for example, scientists are often portrayed as men wearing lab coats, with curly hair, beards, and glasses, working with test tubes in a laboratory (Ateş et al, 2020). It is not easy to change that stereotypical image of scientists because individuals, and especially women, are exposed to such stereotypes for years through the media, textbooks, and social media (Karacam et al, 2021). A close connection is perceived to exist between science and masculinity in our society today, historically informed by masculine conceptions of scientific professions (Archer et al, 2013).…”

Section: Images Of Stem Professionsmentioning

confidence: 99%

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Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Dönmez

2023

JBSE

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Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student’s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students’ mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields. Keywords: female students, gender stereotypes, human images in STEM, role models, STEM

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Section: Discussionsupporting

confidence: 59%

Section: Images Of Stem Professionsmentioning

confidence: 99%

Section: Images Of Stem Professionsmentioning

confidence: 99%

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Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Dönmez

2023

JBSE

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“…Systematic reviews regarding DAST studies (e.g., Finson, 2002;Ferguson and Lezotte, 2020) confirm that students, for more than 30 years, are holding common narrow images of scientists, regardless of their background (Students' age, nationality, culture, gender) (Emvalotis and Koutsianou, 2018;Meyer et al, 2019;Bozzato et al, 2021;Karacam et al, 2021;Leavy and Hourigan, 2021). As research findings highlight, students (very often) draw scientists as bald, middle-aged men with facial hair using test tubes, wearing laboratory coats, carrying out dangerous experiments, working indoors, etc.…”

Section: Students' Perceptions About Scientists and Their Workmentioning

confidence: 96%

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

Chionas

Emvalotis²

2022

Front. Educ.

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This study examined the perceptions of upper primary grade level students about science, scientists, and their work. Participants were 284 fifth- and sixth-grade students (aged 10–12) from six urban areas of Attica (Greece). An open-ended questionnaire was employed for data selection. Students’ responses were analyzed both qualitatively (through thematic analysis) and quantitatively. The findings suggest that the participants in this study hold distinct perceptions of what science is, who a scientist is, and how science is done. Although most students referred to science and scientists in a positive light, our findings suggested that they held traditional and narrow perceptions of such issues (e.g., a scientist is a brilliant, talented person who works in natural sciences, science is a contributor to human welfare, or science is a product). Our data also suggested that the students could not make a clear distinction between science and technology, concepts that were used interchangeably in our study. Educational implications that may help breaking these naïve perceptions were discussed.

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The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

Susilayati,

Hardyanto,

Supriyadi

et al. 2024

Review of Education

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The COVID‐19 global pandemic was a socio‐scientific issue (SSI) that had an impact on various aspects of life including education. Educational institutions adapted to new learning, teaching and assessment approaches to be effective in responding to the pandemic. This study aims to determine the research trends and contributions of science education during the COVID‐19 pandemic in order to follow up on possible impacts and other crises in the future. The study involved a narrative systematic literature review of 898 articles published in three selected journals from 2018 to 2021. The analysis was divided into two stages. First, to compare research trends between 2018 and 2019 as the baseline with research trends for 2020–2021 during COVID‐19. Second, to systematically analyse the content of articles published between 2020 and 2021 to explore the contribution of science education amidst COVID‐19 descriptively. The results show that the empirical type of research during the COVID‐19 pandemic has increased compared to the baseline. Research topics on learning contexts dominate the baseline and amidst the pandemic, but ‘teaching’ topics are current and future trends in science education research. The three selected journals contributed many publications related to understanding and resolving the crisis during the COVID‐19 pandemic directly and indirectly. In addition, science education amidst COVID‐19 contributes to preparing the younger generation to become resilient citizens capable of dealing with crises. Direct evidence of preparing resilient citizens amidst the COVID‐19 pandemic is contributed by technological and pedagogical knowledge, content and context knowledge, futurising education, and student mobility programmes in science education. Furthermore, indirect evidence is contributed by science education publications published in the three selected journals between 2020 and 2021. Most publications are carried out at the high school level. More articles in the integrated sciences are published than in separate disciplines such as physics, chemistry, biology and earth/space science. Furthermore, the details of research trends and contributions of science education amidst the COVID‐19 pandemic are discussed.

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The effect of the visiting-scientist approach supported by conceptual change activities on the images of the scientist

Cited by 7 publications

References 38 publications

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Breaking Gender Stereotypes: How Interacting With Stem Professionals Changed Female Students' Perceptions

Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

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