ÇOCUKLARIN BİLİME VE BİLİM İNSANINA YÖNELİK TUTUMLARI VE KALIPLAŞMIŞ YARGILARI

Abstract

Çocukların bilime ve bilim insanına yönelik tutum ve kalıplaşmış yargıları onların bilime olan ilgilerini ve bilimsel alanlarda kariyer yapma isteklerini, bilim insanı olmaya yönelik eğilimlerini etkileyebilmektedir. Bu makalede ilköğretim ve ortaöğretim çağındaki çocukların bilime ve bilim insanlarına karşı tutumlarının, kalıplaşmış yargılarının neler olduğu ve nasıl ortaya çıktığı ele alınmıştır. Bilim ve bilim adamlarına yönelik tutumların ve kalıplaşmış yargıların oluşmas; yaş, cinsiyet, öğretim kademesi, ebeveyn tutumları ve televizyonun etkisi açısından incelenmiştir. Bilim ve bilim insanına yönelik tutumların ve kalıplaşmış yargıların oluşmasında ailelere, eğitimcilere ve politika yapıcılara düşen görev, rol ve sorumlulukların da önemli olduğu düşünülerek Türkiye’de yapılabilecek çalışmalar, öneriler başlığı altında değerlendirilmiştir.

Keywords

• Çocuklar, bilim ve bilim insanı, tutum ve kalıplaşmış yargılar

CHILDREN’S ATTITUDES AND STEREOTYPES TOWARDS SCIENCE AND SCIENTISTS

Abstract

The attitudes and stereotypes of children towards science and scientists may effect children’s interests in science and desires to have careers on scientific areas, and their dispositions to be scientists. In this article the children’s attitudes and steretotypes toward science and scientists and how these attitudes and stereotypes emerged, were examined at primary and secondary education schools. The factors influencing the childrens’ attitudes and stereotypes toward science and scientists, were investigated in terms of childrens’ age, genders, educational levels, parental attitudes and the possible effects of television. As the duties, roles and responsibilities of families, educators and policymakers were thought to have been important in the emergence of childrens’ attitudes and stereotypical thoughts toward science and scientists, the related future research area in our country was assessed.

Keywords

• Children, science and scientists, attitudes and stereotypes

References

1. Akkuş, O., Özdemir, P. (2006). Yaratıcı drama ile matematik ve fen alanındaki bilim insanlarının yaşam öykülerine ve bilime katkılarına yeni bir bakış. Yaratıcı Drama Dergisi, 1 (1) , 61–71.
2. Andre, T., Whigram, M., Hendrickson, A., Chambers, S. (1999). Competency beliefs, positive affect, and gender streotypes of elementary students and their parents about science versus other school sujcets. Journal of Research in Science Teaching, 36(6), 719–747.
3. Baram-Tsabari A., Sethi, R. J., Bry, L., Yarden, A. (2006).Using questions sent to an ask-a-scientist site to identify children’s interest in science. Science Education, 1050–1072.
4. Barman, C.R. (1996). How students really view science and scientists? Science and Children, 34(1), 30–33.
5. Barman, C. R. (1999). Students’ views about scientists and school science: Engaging K–8 teachers in a national study. Journal of Science Tecaher Education, 10(1), 43–54.
6. Barman, C.R., Ostlund, K. L., Gatto., C.C., Halfety, M. (1997). Fifth grade students’ perceptions about scientists and how they study and use science:1997 AETS http://www.ed.psu.edu.ci/ tarihinde indirilmiştir. and summaries of adresinden
7. Journals/97file2.htm 5.1.2007
8. Banks, R. (2001). The early childhood education cirriculum debate: direct instruction poptopics/preschoolcurr.html adresinden 5.1.2007 tarihinde indirilmiştir. learning.

9. http://www.ceep.crc.uiuc.edu/
10. Bradley, D. (2001). Uncool boffins: all children’s perceptions scientist. http://www.anapsid.org/sciencestreotypes.html tarihinde indirilmiştir. adresinden 6.1.2007
11. Breakwell, G. M., Vignoles, V. L., Robertson, T. (2003). Streotypes and crossed- category evaluations: The case of gender and science education. British Journal of Psychology, 94, 437–455.
12. Brickhouse, N. W., Potter, J. T. (2001). Young women’s scientific identity fomation in urban context. Journal of Research in Science Teaching, 38(8), 965–980.
13. Buldu, M. (2006). Young children’s perceptions of scientists: a preliminary study. Educational Research, 48(1) , 121–132.
14. George, R., Kaplan, D. (1998). A structural model of parent and teacher influences on science attitudes of eight graders: evidence from NELS:88. Science and Education, 82, 93- 109.
15. Desouza, J. M. S., Czernial, C. M. (2002). Social behaviors and gender differences among preschoolers: Implications for science activities, Journal of Research in Childhood Education, 2, 175–188.
16. Elder, A. D. (2002). Characterizing fifth-grade students’ epistomological beliefs in science. In. B. K. Hofer & P. R. Pintrich (Eds.), Personal Epistomology: The psychology of beliefs about knowlegde and knowing (347–363). Mahwah, NJ: Lawrence Erlbaum Associates.
17. Finson, D. K. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. Fifty Years of Drawing a Scientist, 102(7), 335–345.
18. Hanson, S.L. (2007). Success in science among young African American Women. The role of minority families. Journal of Family Issues, 28(1) , 3–33.
19. Jarvis, T., Pell, A. (2002). Effect of the challenger experience on elementary children’s attitudes to science. Journal of Research in Science Teaching, 39(10) , 979–1000.
20. Kang, S., Scharmann, L. C., Noh, T. (2004). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89, 314–335.
21. Kanai, K., Norman, J. (1997). Systemic reform evaluation: Gender differences in student attitudes toward science and mathematics. 1997 AETS conference papers and summaries of presentations. http://www.ed.psu.edu.ci/ Journals/97file2.htm adresinden 6.1.2007 tarihinde indirilmiştir.
22. Kelly, A. (1985). The construction of masculine science. British Journal of Sociology of Education, 6, 133–154.
23. Matkins, J. J. (1997). Women, wife, mommy and scientist: Helping Females see themselves in Science. 1997 AETS conference papers and summaries of presentations. http://www.ed.psu.edu.ci/ Journals/97file2.htm adresinden 10.1.2007 tarihinde indirilmiştir.
24. Monhardt, R. M. (2003). The image of the scientist through the eyes of Navajo children. Journal of American Indian Education, 42(3), 25–39.
25. National Science Foundation (2000). Women, minorities, and persons with disabilities in science and engineering: 2000. http://www.nsf.gov/sbe/srs/nsf0032/start.htm tarihinde indirilmiştir. adresinden 12.1.2007
26. Oakes, J. (1990). Oppurtunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153–222.
27. Olitsky, S. (2007). Promoting student engagement in Science: Interaction rituals and the pursuit of a community practice. Journal of Research in Science Teaching, 44 (1), 33–56.
28. Scherz, Z., Oren, M. (2006). How to Change students’ images of science and techonology. Science Education, 965–985.
29. Shymansky, J. A., Yore, L. D., Anderson, J. O. (2000). A study of changes in student’s attitudes, awareness and achievement across three years as a function of the level of implementation of interactive-constructivist teaching strategies promoted in a local systemiz reform effort. Paper presented at the Annual Meeeting of the National Association for Research in Science Reaching (New Orleans, LA, April 28- May1, 2000).
30. Parsons, J. E., Adler, T. F., Kaczala, C. M. (1982). Socialization achviement attitudes and beliefs: Parental Beliefs. Child Development, 53, 310–321.
31. Tenenbaum, H. R., Leapper, C. (2003). Parent-Child converstaions about science: The socialization of gender inequities?. Development Psychology, 39(1), 34–47.
32. Watkins, J. J. (1997). Women, wife, mommy, and scientist: Helping females see themselves in science. 1997 AETS conference papers and summaries of presentations. http://www.ed.psu.edu.ci/ Journals/97file2.htm adresinden 12.1.2007 tarihinde indirilmiştir.
33. Weisgram, E. S., Bigler, R. (2006). Girls and science careers: The role altruistic values an attitudes about scientific tasks. Journal of Applied Developmental Psychology, 27, 326–348.
34. Wright, J. D., Hounsell, P.B. (1981). A survey of interest in science for participants in a junior and humanities symposium. Scool Science and Mathematics, 81, 378–382.