SavedAdd your journal

Journals / Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 2022 / Sayı: 55

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

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

Seher ESEN
Sebahat TÜRKYILMAZ
Menşure ALKIŞ KÜÇÜKAYDIN
Pages
155–179
Publication Date
2022-04-28
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data:The working group of the study was composed of 126 primary school students studying in a public school.
💡
Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:bilim insanı imajı · dijital öyküleme · ilkokul öğrencisi

Abstract

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.

Özet

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.

🔖

Cite This Article

ESEN, S., TÜRKYILMAZ, S., KÜÇÜKAYDIN, M. A. (2022). Examining the Effect of Scientist Biographies Prepared by Digital Storytelling on Primary School Students’ Image of the Scientist. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 55, 155–179. https://ajindex.com/articles/393637

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (14)

  1. 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.
  2. 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.
  3. Avraamidou, L. (2013). Superheroes and supervillains: Reconstructing the mad-scientist stereotype in school science. Research in Science and Technological Education, 31(1), 90–115.
  4. Barman, C. R. (1996). How do students really view science and scientists? Science and Children, 34(1), 30–33.
  5. Barman, C. R. (1997). Students’ views of scientists and science: Results from a national study. Science and Children, 35(1), 18–24.
  6. Baştürk, R. (2009). Deneme modelleri. A. Tanrıöğen (Ed.) Araştırma yöntemleri (s. 31-54). Ankara:
  7. 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.
  8. Bodzin, A. and Gehringer, M. (2001). Breaking science stereotypes. Science and Children, 38(4), 36-41.
  9. 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.
  10. 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.
  11. Camcı Erdoğan, S. (2013). Üstün zekâlı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10(1), 125–142.
  12. Chambers, D. W. (1983). Stereotypical images of the scientist: The Draw-Scientist Test. Science Education, 67(2), 255-265.
  13. Cohen, L., Manion, L. and Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
  14. 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