A Scale Development Study: Scientist Image, Gender of the Scientist and Risks of being Scientist

Year 2020, Volume: 7 Issue: 3, 235 - 256, 12.09.2020

Sedat Karaçam , Şahin Danışman , Volkan Bilir , Azize Digilli-baran

Abstract

The aim of this study is to develop a scale to determine the scientist image of high school students
and their perceptions of scientist’s gender and the risks they have. Descriptive survey model, one of
the quantitative research techniques, was used in the study. 760 10th grade students participated in
the study. The study was conducted in the spring semester of 2018-2019 academic years. In data
collection, item pools were created for the following draft scales developed by researches: (1)
“Scientist in Images Scale (ImSca)” to determine students' images of scientists, (2) “Scale for the
Perception of Scientist’s Gender (GenSca)” to determine students' perceptions of scientist’s gender;
and (3) “Scale for the Perception of the Risks that Scientist has (RiskSca)” to determine students'
perceptions about the risks that scientists have. The construct validity of the scales was determined
by using exploratory factor analysis on the data obtained from the scales and reliability of the scales
was determined through internal consistency coefficients. As a result of the data analysis, the
following structures were formed: ImSca has a 26-item structure with 8 factors, GenSca has a 23-item
structure with 3 factors, and RiskSca has a 27-item structure with 6 factors. According to the results
of confirmatory factor analyses, the structure of all three scales formed within the scope of the study
was confirmed.

Keywords

Scientist image, perception of the risks of scientist, perception of the gender of scientist

References

• Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old school children’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.
• Atasoy, B. (2004). Fen öğrenimi ve öğretimi (2.Baskı). Ankara: Asil Yayın Dağıtım.
• Barman, C. R. (1999). Students’ views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10(1), 43-54.
• Beardslee, D. C. & O'Dowd, D. D. (1961). The college student image of the scientist. Science, 133(3457), 997- 1001. doi: 10.1126/science.133.3457.997.
• Bovina, I. B. & Dragul'skaia, L. I. (2008). College students' representations of science and the scientist. Russian Education and Society, 50(1), 44-64.
• Chambers, D. W. (1983). Stereotypic images of the scientist: The A-Draw-Scientist-Test. Science Education, 67(2), 255–265.
• Digilli-Baran, A. & Karaçam, S. (2020). Bilim insanlarının sahip oldukları risklere yönelik ortaokul öğrencilerinin algıları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 50, 269-290, doi: 10.9779/pauefd.597429,
• Finson, K. D., Beaver, J. B. & Cramond, B. L. (1995). Development and field tests of a checklist for the draw-ascientist test. School Science and Mathematics, 95(4), 195-205.
• Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students' images of scientists. Research in Science & Technological Education, 20(2), 199-213. doi: 10.1080/0263514022000030453.
• Karaçam, S. (2015). Secondary school students’ perceptions about scientist: Metaphorical analysis. Mustafa Kemal University Journal of Social Sciences Institute, 12(29), 190-222.
• Karaçam, S., Aydın, F. & Digilli, A. (2014). Fen ders kitaplarında sunulan bilim insanlarının basmakalıp bilim insanı imajı açısından değerlendirilmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 606- 627.
• Karaçam, S. & Digilli-Baran, A. (2017). The origins of perceptions regarding gender of scientist among secondary school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(3), 727-744. doi: 10.16986/HUJE.2017027508.
• Karaçam, S., Bilir, V. & Digilli-Baran, A. (2018). ‘More than just waste paper’- It could be an indicator of stereotypical image of a scientist. European Journal of Educational Research, 7(3), 715-730.
• Koren, P. & Bar, V. (2009). Science and it’s images – promise and threat: From classic literature to contemporary students’ images of science and “the scientist”. Interchange, 40(2), 141–163. doi:10.1007/s10780-009-9088-1.
• Krajkovich, J. G. & Smith, J. K. (1982). The development of the image of science and scientists scale. Journal of Research in Science Teaching, 19, 39-44.
• Küçük, M. & Bağ, H. (2012). 4 ve 5. sınıf öğrencilerinin bilim insanı imajlarının karşılaştırılması. Bayburt Üniversitesi Eğitim Fakültesi 7(2), 125-138.
• Makarova, E., Aeschlimann, B. & Herzog, W. (2019). The gender gap in STEM fields: The impact of the gender stereotype of math and science on secondary students' career aspirations. Frontiers in Education, 4. doi:10.3389/feduc.2019.00060.
• Mandler, J. M. (1992). How to build a baby II: Conceptual primitives. Psychological Review, 99, 587-604.
• Mead, M. & Metraux, R. (1957). Images of the scientists among high-school students. Science, 126, 384-390.
• Milford, T. M. & Tippett, C. D. (2013). Pre-service teachers’ images of scientists: Do prior science experiences make a difference?.Journal of Science Teacher Education, 24, 745–762. doi: 10.1007/s10972-0129304-1.
• Ministry of National Education (2006). İlköğretim fen veteknolojidersi (6, 7 ve 8.sınıflar) öğretim programı. Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education (2013). İlköğretim kurumları fen bilimleri dersi öğretim programı. Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325 (03.05.2019) at 01.08.2019.
• 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, D. P. & Newton, L. D. (1992). Young children's perceptions of science and the scientist. International Journal of Science Education, 14, 331-348.
• Nuhoğlu, H. ve Afacan, Ö. (2011). İlköğretim öğrencilerinin bilim insanına yönelik düşüncelerinin değerlendirilmesi, Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 279-298.
• Özdeş, S. & Aslan, O. (2019). Kız öğrencilerin bilim insanı cinsiyetine yönelik algılarını ve bilim insanı olma isteklerini etkileyen faktörler. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 190-214.
• Palmer, D. H. (1997). Investigating students’ private perceptions of scientists and their work. Research in Science& Technological Education, 15(2), 173-183. doi: 10.1080/0263514970150204.
• Parsons, E. C. (1997). Black high school females’ images of the scientist: Expression of culture. Journal of Research in Science Teaching, 7, 745–768.
• Ruiz-Mallen, I. &Escalas, M. T. (2012). Scientists seen by children: A case study in Catalonia, Spain. Science Communication, 34(4), 520–545. doi: 10.1177/1075547011429199.
• Scherz, Z. & Oren, M. (2006). How to change students‘ images of science and technology. Science Education, 90(6), 965-985. doi: 10.1002/sce.20159
• 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. doi: 10.1080/0263514980160203.
• Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
• Türk Dil Kurumu (2019). Türk Dil Kurumu sözlükleri. Retrieved from http://sozluk.gov.tr/ at 01.08.2019. Venville, G., Rennie, L., Hanbury, C. & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6), 2207.