The Effect of the Visiting-Scientist Approach Supported by Conceptual Change Activities on the Images of the Scientist

Autor/inn/en	Karacam, Sedat; Bilir, Volkan; Danisman, Sahin
Titel	The Effect of the Visiting-Scientist Approach Supported by Conceptual Change Activities on the Images of the Scientist
Quelle	In: International Journal of Science Education, 43 (2021) 2, S.197-222 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karacam, Sedat) ORCID (Bilir, Volkan) ORCID (Danisman, Sahin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1864677
Schlagwörter	Scientists; Teaching Methods; Instructional Effectiveness; Field Trips; Concept Formation; Attitude Change; Student Attitudes; High School Students; Public Schools; Grade 10; Gender Issues; Risk; Role Perception; Stereotypes; Physical Characteristics; Work Environment; Freehand Drawing; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Exkursion; Concept learning; Begriffsbildung; Attitudinal change; Einstellungsänderung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Geschlechterfrage; Risiko; Role conception; Rollenverständnis; Klischee; Körperliche Erscheinung; Arbeitsmilieu; Drawing; Zeichnen; Ausland; Türkei
Abstract	The aim of this study was to analyse the effect of the visiting-scientist approach supported by conceptual change activities on high school students' images of scientists and perceptions of gender and risks that scientists take. Twenty-five students attending 10th grade in the 2017-2018 academic years participated in the study. A quasi-experimental model with a pretest and a post-test without a control group, one of the quantitative research techniques, was used. In the implementation, activities based on conceptual change and the visiting-scientist approach of were carried out. To determine students' scientist images, A 'Draw-a-Scientist-Test' and a 'Scientist-in-Images-Scale' were administered before and after the implementation, and interviews exploring their drawings were conducted. Similarly, the 'Gender-of-Scientists-Perception-Scale' and 'Risks-of-Being-a-Scientist-Perception-Scale' were conducted to determine students' perceptions of the gender of scientists, and the risks encountered by the scientists. A descriptive analysis approach was used for the analysis of qualitative data collected before and after the implementation, and a Paired-Sample t-test and Wilcoxon signed-rank test were used for the analysis of quantitative data. As a result of the analysis, it was found that, after the implementation, students thought of the scientist less stereotypically and their roles less risky than they believed before. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01