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

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dc.authorid0000-0003-3076-1196en_US
dc.authorid0000-0002-4192-0028
dc.authorid0000-0003-4299-0893
dc.authorid0000-0003-1487-1264
dc.authorid0000-0002-4704-8605
dc.contributor.authorLeblebicioğlu, Gülşen
dc.contributor.authorÇetin, Pınar
dc.contributor.authorDoğan, Eylem Eroğlu
dc.contributor.authorPeten, Duygu Metin
dc.contributor.authorÇapkınoğlu, Esra
dc.date.accessioned2021-06-23T19:17:11Z
dc.date.available2021-06-23T19:17:11Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractBackground: Many survey studies conducted in different countries have reported that students had stereotypical images of scientists, such as being male, old, bald, wearing eyeglasses, and working in laboratories. There are also intervention studies to introduce real scientists and change students' stereotypical image of scientists. The current work is one such study. Purpose: To monitor the change in the image of scientists of students attending in four similar science camps. Sample: In total, 96 students participated. However, only those (78) who had taken all tests were included in analysis. Design and Methods: One-week camp was repeated four times. The camp team consisted of non-stereotypical scientists who interacted with the students throughout the camps both formally while they were guiding student inquiry into nature and informally at other times. The students were asked to draw 'a scientist at work', similar to Draw a Scientist Test (DAST), as pre- and post-application in all camps, and as retention in two. Non-parametric tests were applied. Results: Five common stereotypical images of scientists in pre-application were symbols of research, symbols of knowledge, symbols of technology, being male, and working in laboratory. Only decrease in being male and increase in symbols of technology from pre- to post-application were statistically significant. Another statistically significant increase was in number of scientists working in nature. When the data from two science camps with retention were combined, statistically significant changes were found in symbols of knowledge (increase from post- to retention), being male (decrease from pre- to post- and pre- to retention), working in laboratory (increase from pre- to retention), and working in nature (increase from pre- post-). Conclusion: The camps were more effective in decreasing the stereotypical image of scientists being male and introducing that science can also be conducted in nature. Other issues were discussed in the paper.en_US
dc.identifier.doi10.1080/02635143.2020.1740667
dc.identifier.endpage305
dc.identifier.issn0263-5143
dc.identifier.issue3
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage285
dc.identifier.urihttps://doi.org/10.1080/02635143.2020.1740667
dc.identifier.urihttps://hdl.handle.net/20.500.12491/5275
dc.identifier.volume39
dc.identifier.wosWOS:000558844400001en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorLeblebicioğlu, Gülşen
dc.institutionauthorÇetin, Pınar
dc.institutionauthorDoğan, Eylem Eroğlu
dc.institutionauthorÇapkınoğlu, Esra
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofResearch In Science & Technological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDraw A Scientist Test (DAST)en_US
dc.subjectStereotypical Images of Scientistsen_US
dc.subjectScience Campen_US
dc.titleHow do science camps affect middle grade students' image of scientists?en_US
dc.typeArticleen_US

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