Young children's perceptionsof scientists: a preliminary study

Buldu, Mehmet

doi:10.1080/00131880500498602

Cited by 166 publications

(192 citation statements)

References 8 publications

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“…Chambers (1983) also found that some children attributed negative images to scientists, portraying them as monsters and 'mad scientists'. More recent studies, conducted by Newton and Newton (1998) in the UK, and Buldu (2006) in Turkey, have yielded results similar to those of Chambers (1983) although variations of the dominance of stereotypical views are also reported. For instance, Huber and Burton (1995) found that 9 -12-year-old boys hold more stereotypical images of scientists than girls.…”

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 60%

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Woods-Townsend

Christodoulou

Rietdijk

et al. 2015

International Journal of Science Education, Part B

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Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from 8 professional areas were asked to share their experiences of becoming and being a scientist, in short sessions with groups of 7 -8 students. The student sample consisted of 223 students between 13 and 15 years. Student and scientist questionnaires were used before and after the sessions to assess students' views of scientists and their work, and scientists' experiences of interacting with students. The pre-session questionnaires revealed that students considered scientists as 'boring' and 'nerdy' whereas after the sessions students focused extensively on how 'normal' the scientists appeared to be. The faceto-face interactions with scientists allowed students to view scientists as approachable and normal people, and to begin to understand the range of scientific areas and careers that exist. Scientists viewed the scientist-student interactions as a vehicle for science communication. Implications discussed include the need for future training courses to focus on developing science communicators' questioning and interaction skills for effective interactions with students.

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Section: Students' Views Of Scientists and Their Workmentioning

confidence: 60%

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Woods-Townsend

Christodoulou

Rietdijk

et al. 2015

International Journal of Science Education, Part B

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“…Çocuğa yönelik yapılan çalışmaların çeşitli yollarla veri toplamaya çalışırken çizimler bu yolların başında gelmektedir (Punch, 2002). Alan yazında, çocukların doğa (Hague, 2001;Yılmaz, Kubiatko ve Topal, 2012), çevre (Özsoy, 2012;Özsoy ve Ahi, 2014), aile (Türkkan, 2004), okul müdürü (Yalçın ve Erginer, 2014), bilim insanı (Buldu, 2006;Oğuz, 2007;Özel, 2012;Rodari, 2007;Turkmen, 2008) , öğrenme (Lodge, 2007) ve öğretmen (Aktas, 2010;Aykaç, 2012;Harrison, Clarke ve Ungerer, 2007) algılarının çizdikleri resimlerle incelendiği birçok araştırma mevcuttur. Yapılan araştırmaların çok büyük bir bölümü ilkokul ve daha üst sınıflarda öğrenim gören çocukları kapsamaktadır.…”

Section: Introductionunclassified

48-60 Aylik Çocuklarin Öğretmen Kavramina Yöneli̇k Algilarinin Çi̇zi̇mler Araciliğiyla İncelenmesi̇

Ahi¹,

Cingi²,

Kildan³

2016

İlköğretim Online

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ÖZ. Bu araştırmada, okul öncesi eğitim alan 48-60 aylık çocukların, öğretmen algılarını çizdikleri resimler aracılığıyla ortaya koymak amaçlanmıştır. Nitel araştırma desenlerinden olgubilim kullanılarak yürütülen araştırmada, amaçsal örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak çalışma grubu oluşturulmuştur. Kastamonu merkez ilçede yer alan üç anaokulu ve 12 anasınıfında ölçütlere uyan toplam 285 çocuğa ulaşılmış, ön inceleme sonucunda 11 çocuğa ait çizimler uygun olmadığı için çıkarılmış ve toplam 274 çocuk ile çalışma grubu oluşturulmuştur. Araştırmada elde edilen veriler Aykaç (2012) tarafından geliştirilen 'Öğretmen Algı Kodlama Listesi' ne göre analiz edilmiştir. Araştırma sonuçlarına göre, çocukların büyük bir çoğunluğu öğretmenlerini insan ve kadın olarak algılamaktadır. Çocuklar öğretmenlerini en çok kırda ve okul bahçesinde ayakta dururken resmetmiştir. Anahtar Kelimeler. Çocuk, Çizim, Öğretmen Algısı, Öğretmen Çocuk Etkileşimi ABSTRACT. Teachers are one of the most adopted role models of children. Effective child-teacher relation have an important effect on building positive class environment and also have important effect on social development of the children. Purpose of this research is to show the 48-60 months old children's perceptions of teacher concept by analyzing their drawings. Phenomenology, one of the qualitative research design was used in this study. The working group was created by using the sampling method of purposeful sampling criteria. 285 children in 12 preschool has been reached in Kastamonu Center District; drawings of 11 children are seen as not suitable pre-examination, and they are excluded, thus the research group was made by 274 children. Obtained data have analyzed with Teacher Perception Coding List developed by Aykaç (2012). According to research results, majority of the children are perceiving their teachers as female humans. Children have drawn their teacher mostly in the prairies and as standing in the school yards.

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“…A brief discussion of the value of the Draw A Scientist Test (DAST) suggests that if viewed with caution the DAST is still a potential indicator of what students imagine scientists are like (ibid.). More recently, from a small scale study in Turkey, it was found that students from higher SES backgrounds were less likely to draw the stereotypical male scientist whereas students from a lower SES were (Buldu 2006). In addition, Schibeci (2006) reviewed many articles indicating that the number of female scientists drawn by female students has increased in more recent studies.…”

Section: Cultural Border Crossingmentioning

confidence: 99%

Valuing difference in students’ culture and experience in school science lessons

Banner

2016

Cult Stud of Sci Educ

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Susan Harper writes about how a cross-cultural learning community can be formed where people from different cultures are not simply assimilated into a school science community but are seen and heard. This makes learning reciprocal and meaningful for both recent refugees and the dominant population. Although maybe not refugees, students from poorer backgrounds in many countries are less likely to choose science at a post-compulsory level. This article discusses some of the potential barriers that are faced by many of these students, that prevent them from participating in school science. It suggests how people involved in school science might address these issues to allow a smoother cultural border crossing between the students' cultures and school science culture by reducing the significance of the crossing.Keywords Inclusion Á Cultural capital Á Identity Á Border crossing Á Relevance In her article Keystone characteristics that support cultural resilience in Karen refugee parents, Susan Harper demonstrates the importance of a cross-cultural learning community, that includes parents, children and schools, for effective and embodied science learning for the whole school and wider community. This leads to a climate of shared learning where Karen culture is not assimilated into the dominant culture of (school) science but is articulated and heard, making learning reciprocal, and therefore meaningful

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Young children's perceptionsof scientists: a preliminary study

Cited by 166 publications

References 8 publications

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

48-60 Aylik Çocuklarin Öğretmen Kavramina Yöneli̇k Algilarinin Çi̇zi̇mler Araciliğiyla İncelenmesi̇

Valuing difference in students’ culture and experience in school science lessons

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