How do science camps affect middle grade students’ image of scientists?

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

“…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.…”

“…ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ Within this context, informal STEM education programs have become spaces where action and advocacy can take place in safe settings while students work with role models who resemble them and participate in STEM projects with professionals from these fields. Studies have shown that interventions such as science camps shape students' images of scientists (Leblebicioglu et al, 2020). Fostering a social environment where female students can identify with successful female role models in STEM can help change stereotypes about women in STEM.…”

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

“…Unfortunately, this trend may reflect (as well) the traditional confusion that exists among students between the concepts of science and technology (Ryan and Aikenhead, 1992;Kang et al, 2005), as they often believe that it is the science that provides our society with gadgets and other practical solutions (Clough, 2000). It is worth noting that the above trend is in line with the results of many studies that asked students to depict a scientist while working, since very often technological products are present in Students' drawings (Samaras et al, 2012;Leblebicioglu et al, 2021), while "symbols of technology" are regarded as one of the basic DAST-C stereotypical indicators assessed in relevant studies. Concluding, we should note that the above perceptions are considered as naïve by researchers and are expressed by a large proportion of students of this age worldwide (Elder, 2002;Kang et al, 2005).…”

“…Although many studies have investigated perceptions about science of high school students (Songer and Linn, 1991;Griffiths and Barry, 1993;Griffiths and Barman, 1995;Tsai, 1998;Shi, 2021), college/university students (Liu and Tsai, 2008;Vhurumuku, 2010;Sangsa-ard et al, 2014;Akgun and Kaya, 2020), and science teachers (Abell and Smith, 1994;Leblebicioglu et al, 2021) in both Western and non-Western countries, only a limited number of studies have focused on primary school Students' perceptions about science (e.g., BouJaoude and El Khalick, 1995;Stein and McRobbie, 1997;Kang et al, 2005). In what follows, we present these studies in more detail.…”

Sinif Öğretmeni̇ Adaylarinin Gözünden “Bi̇li̇mci̇”

“…Araştırma sonuçlarına göre sınıf öğretmeni adayları bilimcilerin iç mekânda bir ofis ya da laboratuvarda çalıştıklarını belirmişlerdir. Bu duruma ilişkin literatürde yapılan çalışmalarda da bilimcilerin genelde laboratuvarda çalışan kişiler olarak ifade edildiği görülmektedir (Finson 2009;Fung, 2002;Leblebicioğlu, Çetin, Eroğlu-Doğan, Metin-Peten, ve Çapkınoğlu, 2020;Leonard ve Dantley 2005). Öte yandan araştırmadan elde edilen sonuçlarda sınıf öğretmeni adaylarının bilimcileri dış mekânda, özellikle bahçe, tarla ya da uzayda çalışırken ifade ettikleri de görülmüştür.…”