Dijital Öyküleme Yöntemiyle Hazırlanan Bilim İnsanı Biyografilerinin İlkokul Öğrencilerinin Bilim İnsanı İmajına Etkisi

Yıl 2022, Sayı: 55, 155 - 179, 28.04.2022

Seher Esen Sebahat Türkyılmaz Menşure Alkış Küçükaydın

https://doi.org/10.9779/pauefd.1003461

Cited By: 1

Öz

BBu araştırmanın amacı dijital öyküleme yöntemiyle hazırlanan ve bilim insanlarının kısa biyografilerine yer veren öykülerin, ilkokul öğrencilerinin bilim insanı imajları üzerindeki etkisini araştırmaktır. Bu amaçla çalışma, bir devlet okulunda öğrenim gören toplam 126 ilkokul öğrencisiyle tek grup ön test–son test zayıf deneysel desen tasarımıyla yürütülmüştür. Çalışmada metaforlardan ve bilim insanı çizim testinden yararlanılmıştır. Nicel verilerin analizinde McNemar istatistiği yapılmış nitel veriler ise içerik analizine tabi tutulmuştur. Çalışma sonucunda öğrencilerin bilim insanının dış görünüşü, bilgi kategorisi ve cinsiyeti konusunda imaj değişikliğine uğradıkları ancak araştırma ve teknoloji sembolleri, çalışma mekânı ve başlık-alt yazı-simge kategorilerinde imaj değişikliğinin olmadığı görülmüştür. Öğrencilerin bilim insanı konusunda geliştirmiş oldukları metaforlar incelendiğinde ise bilim insanının doğuştan getirdiği yetenekleri dışında çalışarak başarıya ulaştıklarına dair imaj edindikleri görülmüştür. Çalışma sonuçlarına dayanarak yeni uygulamalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

bilim insanı imajı, dijital öyküleme, ilkokul öğrencisi

Examining the Effect of Scientist Biographies Prepared by Digital Storytelling on Primary School Students’ Image of the Scientist

Öz

This study aimed to investigate the effect of stories prepared by digital storytelling and including short biographies of scientists on the images of scientists of primary school students. The study was designed with a single group pretest-posttest weak experimental design. The working group of the study was composed of 126 primary school students studying in a public school. Metaphors and Draw-A-Scientist Test (DAST) were used in the study. McNemar’s tests were used to analyze quantitative data, and qualitative data were analyzed using content analysis. As a result of the research, it was seen that the students changed their image in terms of the scientist’s appearance, information category, and gender, but there was no image change in the research and technology symbols, studying place, and headings-subheadings-symbol categories. When the metaphors developed by the students about the scientist were examined, it was seen that they had an image that they achieved success by working, except for the innate abilities of the scientist.

Anahtar Kelimeler

scientist image, digital storytelling, primary school student

Kaynakça

• Alkış Küçükaydın, M. (2018). An action research on the scientist image of 4th grade students. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1-22.
• Ateş, Ö., Ateş, A. M. and Aladağ, Y. (2021). Perceptions of students and teachers participating in a science festival regarding science and scientists. Research in Science and Technological Education, 39(1), 109–130.
• Avraamidou, L. (2013). Superheroes and supervillains: Reconstructing the mad-scientist stereotype in school science. Research in Science and Technological Education, 31(1), 90–115.
• Barman, C. R. (1996). How do students really view science and scientists? Science and Children, 34(1), 30–33.
• Barman, C. R. (1997). Students’ views of scientists and science: Results from a national study. Science and Children, 35(1), 18–24.
• Baştürk, R. (2009). Deneme modelleri. A. Tanrıöğen (Ed.) Araştırma yöntemleri (s. 31-54). Ankara: Anı Yayıncılık.
• Benli, E., Dökme, İ. and Sarıkaya, M. (2011). The effects of technology teaching materials on students’ image of scientists. Procedia-Social and Behavioral Sciences, 15, 2371-2376.
• Bodzin, A. and Gehringer, M. (2001). Breaking science stereotypes. Science and Children, 38(4), 36-41.
• Boylan, C. R., Hill, D. M., Wallace, A. R. and Wheeler, A. E. (1992). Beyond stereotypes. Science Education, 76, 465 – 476.
• Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Research, 48(1), 121–132.
• Cakmakci, G., Tosun, O., Turgut, S., Orenler, S., Sengul, K. and Top, G. (2011). Promoting an inclusive image of Scientists among Students: Towards research evidence-based practice. International Journal of Science and Mathematics Education, 9(3), 627–655.
• Camcı Erdoğan, S. (2013). Üstün zekâlı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10(1), 125–142.
• Chambers, D. W. (1983). Stereotypical images of the scientist: The Draw-Scientist Test. Science Education, 67(2), 255-265.
• Cohen, L., Manion, L. and Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
• Çınar, B. (2016). Bilimsel gelişimin tarihsel süreçlerini içeren öykülerle fen derslerinin desteklenmesinin fene yönelik tutuma, bilim insanı imajına, bilimsel süreç becerilerine ve akademik başarıya etkisi. Yayımlanmamış yüksek lisans tezi. Sakarya Üniversitesi Sakarya.
• de Guerrero, M. C. and Villamil, O. S. (2002). Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95-120.
• Demircioğlu, H., Ayas, A., Demircioğlu, G. and Özmen, H. (2015). Effects of storylines embedded within the context-based approach on pre-service primary school teachers’ conceptions of matter and its states. Asia-Pacific Forum on Science Learning and Teaching, 16(2), 1-30.
• Deniş Çeliker, H. ve Erduran Avcı, D. (2015). İlkokul öğrencilerinin bilim insanı algıları: öğrencilerin bilimsel faaliyetlere katılması bilim insanı algılarını nasıl etkiler?. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(36), 90-104.
• Evans, A. (1992). A Look at the Scientist As Portrayed in Childen’s Literature. Science and Children, 29(6), 35-37.
• Emvalotis, A. and Koutsianou, A. (2018). Greek primary school students’ images of scientists and their work: Has anything changed? Research in Science and Technological Education, 36(1), 69–85.
• Erten, S., Kiray, S. A. and Sen-Gumus, B. (2013). Influence of scientific stories on students ideas about science and scientists. International Journal of Education in Mathematics, Science and Technology, 1(2),122-137.
• Finson , K. D., Beaver, J. B. and Crammond, R. L. (1995). Development of a field-test checklist for the draw a scientist test. School Science and Mathematics, 95(4), 195-205.
• Finson, K. D. (2003). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Journal of Elementary Science Education, 15(1), 15–26.
• Finson, K. D., Thomas, J. and Pedersen, J. (2006). Comparing science teaching styles to students’ perceptions of scientists. School Science and Mathematics, 106(1), 8-15.
• Fung, Y.H. (2002). A comparative study of primary and secondary school students' images of scientists. Research in Science and Technological Education, 20(2), 199-213.
• Gonsuolin. (2001). How Do middle school students depict science and scientists? (Mississippi State University). Mississippi State University. Retrieved from https://www.proquest.com/docview/275710133.
• Hammrich, P. L. (1997). Yes, daughter, you can. Science and Children, 34(4), 20–24.
• Harman, G. ve Şeker, R. (2017). Ortaokul öğrencilerinin zihnindeki bilim insanı. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(38), 49-78.
• Huber, R. A. and Burton, C. M. (1995). What the students think scientists look like? School Science and Mathematics, 95, 371–376.
• Jackson, T. (1992). Perceptions of scientists among elementary school children. The Australian Science Teachers Journal, 38(1), 57–61.
• Kara, B. and Akarsu, B. (2013). Determining the attitudes towards and images of the scientists among middle school students. Journal of European Education, 3(1), 8–15.
• Karslı, F. and Çalık, M. (2012). Can freshmen science teachers student teachers' alternative conceptions of “electrochemical cells” be fully diminished? Asian Journal of Chemistry, 24(2), 485-491.
• Kiryak, Z. and Çalik, M. (2018). Improving grade 7 students’ conceptual understanding of water pollution via common knowledge construction model. International Journal of Science and Mathematics Education, 16(6), 1025-1046.
• Koren, P. and Bar, V. (2009). Pupils’ image of ‘the scientist’ among two communities in Israel: A comparative study. International Journal of Science Education, 31(18), 2485–2509.
• Köseoğlu, F., Tümay, H. ve Budak, E. (2008). Bilimin doğası hakkında paradigma değişimleri ve öğretimi ile ilgili yeni anlayışlar. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 28(2), 221–235.
• Mason, C. L., Kahle, J. B. and Gardner, A. L. (1991). Draw-a-scientist test: Future implications. School Science and Mathematics, 91(5), 193–198.
• McLellan, H. (2007). Digital storytelling in higher education. Journal of Computing in Higher Education, 19(1), 65–79.
• Mead, M. and Métraux, R. (1957). Image of the scientist among high-school students. A pilot study. Science, 126(3270), 384–390.
• Medina-Jerez, W., Middleton, K. V. and Orihuela-Rabaza, W. (2011). Using the DAST-C to explore Colombian and Bolivian students’ images of scientists. International Journal of Science and Mathematics Education, 9(3), 657–690.
• Miele, E. (2014). Using the Draw-A-Scientist Test for inquiry and evaluation. Journal of College Science Teaching, 43, 36-40.
• Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
• Miles, M. B., Huberman, A. M. and Saldaña, J. M. (2013). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
• Milli Eğitim Bakanlığı (2005). İlköğretim fen ve teknoloji dersi (4. ve 5. Sınıflar) öğretim programı. Ankara: Milli Eğitim Yayınları
• Monhardt, R. M. (2003). The image of the scientist through the eyes of Navajo children. Journal of American Indian Education, 42(3), 25–39.
• Newton, L. D. and Newton, D. P. (1998). Primary children’s conceptions of science and the scientist: Is the impact of a national curriculum breaking down the stereotype? International Journal of Science Education, 20(9), 1137–1149.
• Nuhoğlu, H. ve Atacan, Ö. (2011). İlköğretim öğrencilerinin bilim insanına yönelik düşüncelerinin değerlendirilmesi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 279–298.
• Oğuz Ünver, A. (2010). Perceptions of scientists: A comparative study of fifth graders and fourth year student teachers. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(1), 11–28.
• Öcal, E. (2007). İlköğretim 6,7,8. sınıf öğrencilerinin bilim insanı hakkındaki imaj ve görüşlerinin belirlenmesi . Yayımlanmamış yüksek lisans tezi. Gazi Üniversitesi, Ankara.
• Özmen, H. (2019). Deneysel desenler. H. Özmen ve O. Karamustafaoğlu (Eds.) İçinde Eğitimde araştırma yöntemleri (s. 198-226). Ankara: Pegem Akademi.
• Özkan, B., Özeke, V., Güler, G. ve Şenocak, E. (2017). Üniversite öğrencilerinin bilim insanı imajları ve bu imajları etkileyen bazı faktörler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 146-165.
• Özsoy, S. ve Ahı, B. (2014). Çocukların gözüyle “bilim insanı. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 204–230.
• Reiss, M. J., Tunnicliffe, S. D., Andersen, A. M., Bartoszeck, A., Carvalho, G. S., Chen, S. Y., Jarman, R., Jónsson, S., Manokore, V., Marchenko, N., Mulemwa, J., Novikova, T., Otuka, J., Teppa, S., & Van Rooy, W. (2002). An international study of young peoples’ drawings of what is inside themselves. Journal of Biological Education, 36(2), 58–64.
• Robin, B. (2006). The educational uses of digital storytelling. Society for Information Technology and Teacher Education, 709–716
• Robin, B. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220–228.
• Rubin, E., Bar, V. and Cohen, A. (2003). The images of scientists and science among Hebrew-and Arabic-speaking pre-service teachers in Israel. International Journal of Science Education, 25(7), 821–846.
• Schibeci, R. A. (1986). Image of science and scientists and science education. Science Education, 70(2), 139–149.
• Schibeci, Renato A. and Sorensen, I. (1983). Elementary school children’s perceptions of scientists. School Science and Mathematics, 83(1), 14–20.
• She, H. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Research in Science & Technological Education, 16(2), 125-135.
• Smeda, N., Dakich, E. and Sharda, N. (2010). Developing a framework for advancing e- learning through digital storytelling, M. Baptista ve M. McPherson (Ed.). IADIS International Conference, e-Learning (pp.16-91). Freiburg, Germany.
• Song, J. and Kim, K. S. (1999). How Korean students see scientists: the images of the scientist. International Journal of Science Education, 21(9), 957–977.
• Trochim, W. M. K., (2001). The research methods knowledge base (2nd Edition). Cincinnati, OH: Atomic Dog Publishing.
• Türkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 55–61.
• Xu, Y., Park, H. and Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181-191.
• Yang, Y.-T. C. and Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation. A year-long experimental study. Computers & Education, 59(2), 339-352.
• Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık