How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?
How Do Prospective Elementary and Gifted Education Teachers of Gifted Students Perceive Scientists and Distinguish Science from Pseudoscience?
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未来资优学生的小学和资优教育教师如何看待科学家并区分科学与伪科学？
DOI：
10.21891/jeseh.487304
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发表时间：
2019
影响因子：
--
通讯作者：
Sezen Camci Erdoğan
中科院分区：
文献类型：
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作者：
Sezen Camci Erdoğan
本研究旨在探讨资优教育和基础教育教师候选人对科学家和科学/伪科学区别的看法，特别是在基础教育阶段。来自资优教育部门和基础教育部门的候选人共92名志愿准教师参与了这项以调查研究形式进行的研究。数据收集使用绘制科学家测试和科学/伪科学区分量表。研究结果表明，两组未来教师绘制的图画都反映了对外表、科学家的工作和性别的刻板印象。然而，根据独立样本t检验的结果，发现初等教育教师候选人比资优教育教师候选人在他们的科学家绘画中反映出更多的刻板特征。考生的科学/伪科学区分得分在系间差异不显著，刻板印象得分与科学方法得分呈显著负相关。
The present study aims to examine the perceptions towards scientists and science/pseudoscience distinctions of gifted education and elementary education teacher candidates who will educate gifted students especially at the elementary education level. A total of 92 volunteer prospective teachers, composed of candidates from gifted education and elementary education departments, participated in the study, which was carried out as a survey research. The data were collected using the Draw-a-Scientist Test and the Science/Pseudoscience Distinction Scale. The results of the study showed that both groups of prospective teachers‘ crafted drawings that reflected stereotypical perceptions in terms of appearance, work carried out by scientists, and gender. However, according to the results of the independent samples t-test, the elementary education teacher candidates were found to reflect more stereotypical characteristics in their drawings of scientists than the gifted education teacher candidates. The candidates‘ science/pseudoscience distinction scores did not significantly differ in department and there was a negative significant correlation between stereotypical image scores and scientific method scores.