Superheroes and supervillains: reconstructing the mad-scientist stereotype in school science
Superheroes and supervillains: reconstructing the mad-scientist stereotype in school science
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超级英雄和超级恶棍：重建学校科学中疯狂科学家的刻板印象
DOI：
10.1080/02635143.2012.761605
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Lucy Avraamidou
中科院分区：
文献类型：
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作者：
Lucy Avraamidou
世界各地的改革建议都呼吁理解科学的本质和科学家的工作。然而，相关研究结果提供了证据，表明学生对科学家及其工作性质持有刻板印象。本研究旨在探讨一项干预措施对15名小学生科学家观的影响。一个城市，五年级，欧洲小学的课堂定义了本研究的背景。设计与方法干预是对当地水质问题进行为期11周的调查。在进行这项调查时，学生们与一位年轻的计量科学家合作，收集和分析真实的数据，这些数据将帮助他们建立一个关于水质的声明。通过绘画活动、课堂讨论和访谈，调查了学生对科学家的初步看法。结果对这些数据的分析表明，除了一名女生外，所有学生对科学家及其工作性质的看法都非常刻板。对每位学生的访谈和干预后的课堂讨论的分析表明，由于他们个人参与调查并与科学家合作，他们重建了对科学家及其工作性质的刻板印象。本研究的结果表明，为了确定适当的教学方法，支持学生发展对科学家及其工作性质的最新理解，有必要对基于项目的方法、校外学习和学校-科学家伙伴关系进行更深入的研究。
Background Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work. Purpose The aim of this case study was to examine the impact of an intervention on 15 elementary school students’ views of scientists. Sample An urban, fifth-grade, European elementary school classroom defined the context of this study. Design and method The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students’ initial views of scientists were investigated through a drawing activity, classroom discussions and interviews. Results Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist. Conclusions The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school–scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work.