Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science

Vasilia CHRISTIDOU (Department of Preschool Education, University of Thessaly, Argonafton Filellinon, 38221, Volos, Greece)
International Journal of Environmental and Science Education (elektronik)
10 1
Yıl: 2011 Cilt: 6 Sayı: 2 Sayfa Aralığı: 141 - 159 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science

Öz:
Son on yılda öğrencilerin fenle ilişkili ilgileri, tutumları ve fen imajları, bilim adamları ve bunların cinsiyet, kültür, sosyo-ekonomik durumlar bağlamında farklılaşması birçok çalışmada araştırılmıştır. Öğrenci ifadeleri de bu yönlerin onların fendeki başarıları, kariyer istekleri ile ilgili ve etkiliyor gözükmektedir. Hatta okul fenni ve öğretmenler gibi popüler bilim, öğrencilerin ifadelerini belirleyen faktörler olarak düşünülmektedir. Bu makale önemli çıktıları aydınlatmak amacı ile ilgili literatürü haritalamayı, eğitsel ve araştırma imalarını resmetmeyi denemektedir. Okul fen müfredatı ve öğretiminin tasarımında, yeterli, araştırma tabanlı kararlar almak amacı ile öğrenci, okul fenni ve öğretmenlerin ifadelerinin, kapsamlı ve bütünleşmiş araştırmasının gerekliliği önerilmiştir.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Fenle alakalı ilgi, tutum ve imajlar: Öğrencilerin ifadelerini okul feni, öğretmen ve popüler bilimle bağlama

Öz:
During the last decades students‟ science-related interests, attitudes, and images of science and scientists, and their differentiations according to gender, culture, and socio-economic status have been investigated by a multitude of research studies. These aspects of students‟ voices seem to be interrelated and to also affect students‟ achievement in science and their relevant study and career aspirations. Moreover, school science and teachers, as well as popular science are considered as factors determining students‟ voices. This paper attempts a mapping of relevant literature in order to highlight crucial outcomes and draw educational and research implications. It is suggested that a comprehensive and integrated investigation of the voices of students, of school science and teachers‟, and of popular science is required in order to make informed, research-based decisions on designing school science curricula and teaching.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
0
0
0
  • Aikenhead, G. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25, 607–629.
  • Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1999). Competency beliefs, positive affect, and gender stereotypes of elementary students and their parents about science versus other school subjects. Journal of Research in Science Teaching, 36, 719-747.
  • Baird, J. R., & Penna, C. (1992). Survey research. In R. Baird (Ed.), Shared Adventure: A View of Quality Teaching and Learning (Second Report of the Teaching and Learning Science in Schools Project) (pp. 185–274). Victoria: Monash University.
  • Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3-27.
  • 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, 43-54.
  • Basalla, G. (1976). The depiction of science in popular culture. In G. Holton & W. A. Blanpied (Eds.), Science and its public (pp. 261-278). Dordrecht-Holland: Reidel Publishing Company.
  • Bauer, H. H. (1994). Scientific literacy and the myth of the scientific method. Urbana, IL: University of Illinois Press.
  • Beardsley, D. C., & O‟Dowd, D. D. (1961). The college-student image of the scientist, Science, 133, 997-1001.
  • Bianchini, J. (1993, April). The high school biology textbook: A changing mosaic of gender, science and purpose. Paper presented at the annual meeting of the American Educational Research As-sociation, Atlanta, GA.
  • Bianchini, J. A., Johnston, C. C., Oram, S. Y., & Cavazos, L. M. (2003). Learning to teach science in contemporary and equitable ways: the successes and struggles of first-year science teachers. Science Education, 87, 419-443.
  • Biesta, G. (2004). “Mind the gap!”: Communication and the educational relation. In C. Bingham & A. Sidorkin (Eds.), No education without relation (pp. 11-22). New York: Peter Lang.
  • Bowtell, E. (1996). Educational stereotyping: Children‟s perceptions of scientists: 1990‟s style. Inves-tigating: Australian Primary and Junior Science Journal, 12, 4-10.
  • Boylan, C. R., Hill, D. M., Wallace A. R., & Wheeler A. E. (1992). Beyond stereotypes, Science Edu-cation, 76, 465-476.
  • Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construc-tion of school science identities. Journal of Research in Science Teaching, 37, 441-458.
  • Brickhouse, N. W., & Potter, J. T. (2001). Young women‟s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38, 965-980.
  • Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45, 955-970.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485–499.
  • Buck, G., Cook, K., Quigley, C., Eastwood, J., & Lucas, Y. (2009). Profiles of urban, low SES, Afri-can American girls‟ attitudes toward science. Journal of Mixed Methods Research, 3, 386-410.
  • Buldu, M. (2006). Young children‟s perceptions of scientists: A preliminary study. Educational Re-search, 48, 121-132.
  • Bulunuz, M., & Jarrett, O. S. (2010). Developing an interest in science: background experiences of preservice elementary teachers. International Journal of Environmental and Science Educa-tion, 5, 65-84.
  • Calabrese Barton, A. (1997). Liberatory science education: Weaving connections between feminist theory and science education. Curriculum Inquiry, 27, 141-163.
  • Calabrese Barton, A. (1998). Teaching science with homeless children: pedagogy, representation, and identity. Journal of Research in Science Teaching, 35, 379-394.
  • Calabrese Barton, A. (2001). Science education in urban settings: seeking new ways of praxis through critical ethnography. Journal of Research in Science Teaching, 38, 899-917.
  • Calabrese Barton, A., Tan, E., & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45, 68-103.
  • Calabrese Barton, A., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37, 871-889.
  • Capobianco, B. M. (2007). Science teachers‟ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44, 1-32.
  • Catsambis, S. (1995). Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching, 32, 243-257.
  • Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw-a-Scientist Test. Science Education, 6, 255-265.
  • Chavous, T. (2002). African American college students in predominantly White institutions of higher education: Considerations of race and gender. Perspectives, 8, 142-150.
  • Chavous, T., Rivas-Drake, D., Smalls, C., Griffin, T., & Cogburn, C. (2008). Gender matters: The differential influences of school racial discrimination and racial identity on academic engage-ment among African American boys and girls. Developmental Psychology, 44, 637–654.
  • Choi, K., & Cho, H. (2002). Effects of teaching ethical issues on Korean school students‟ attitudes toward science. Journal of Biological Education, 37, 26-30.
  • Christidou, V. (2006). Greek students‟ science-related interests and rxperiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199.
  • Christidou, V., Hatzinikita, V., & Samaras, G. (in press). The image of scientific researchers and their activity in Greek adolescents‟ drawings. Public Understanding of Science. First published on November 1, 2010 as doi: 10.1177/0963662510383101.
  • Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27, 471-86.
  • Crawford, M., & Marecek, J. (1989). Psychology reconstructs the female: 1968-1988. Psychology of Women Quarterly, 13, 147-165.
  • Crawford, M, & Unger, R. (2000). Women and gender: a feminist psychology. New York: McGraw-Hill.
  • Dawson, C. (2000). Upper primary boys‟ and girls‟ interests in science: have they changed since 1980?. International Journal of Science Education, 22, 557-570.
  • Dimopoulos, K., & Koulaidis, V. (2003). Science and technology education for citizenship: The potential role of the press. Science Education, 87, 241-256.
  • Dimopoulos, K., & Smyrnaiou, Z., (2005). Factors related to students' interest in science learning. In D. Koliopoulos & A. Vavouraki (Eds.), Science Education at Cross Roads: Meeting the Challenges of the 21st Century (pp. 135-142). Athens: Association for Science Education.
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People’s Images of Science. Buckingham: Open University Press.
  • Economic and Social Research Council [ESRC]. (2004). ESRC network project: Consulting pupils about teaching and learning. Retrieved from http://www.consultingpupils.co.uk (visited June 28, 2004).
  • Eurobarometer. (1993). Europeans, science and technology: Public understanding and attitudes. Brussels: European Coordination Office and Report International. European Commission (2006). Capacities Work Programme: Science in Society. Retrieved from http://cordis.europa.eu/fp7/dc/index.cfm?fuseaction=UserSite. CapacitiesDetailsCall-Page&call_id=33 (visited July 17, 2007).
  • Evans, E. M., Schweingruber, H., & Stevenson, H. W. (2002). Gender differences in interest and knowledge acquisition: The United States, Taiwan, and Japan. Sex Roles, 47, 153-167.
  • Finson, K.D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102, 335-345.
  • Flick, L. (1990). Scientist in residence program improving children‟s image of science and scientists. School Science and Mathematics, 90, 204-214.
  • Flicker, E. (2008). Women scientists in mainstream film. In B. Ηüppauf, and P. Weingart, (Eds), Science Images and Popular images of the Sciences (pp. 241-256). N.Y.: Routledge.
  • Ford, D. J., Brickhouse, N. W., Lotero-Perdue P., & Kittleson, J. (2006). Elementary girls‟ science reading at home and school. Science Education, 90, 270-288.
  • Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26, 8-13.
  • Fraser, B. J. (1980). Science teacher characteristics and student attitudinal outcomes. School Science and Mathematics, 80, 300-308.
  • Freedman, M. P. (1997). Relationship among laboratory instruction, attitude towards science, and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357.
  • Fung, Y.Y.H. (2002). A comparative study of Primary and Secondary School Students‟ Images of Scientists, Research in Science and Technological Education, 20, 199-213.
  • Gardner, P. L. (1975). Attitudes to science: a review. Studies in Science Education, 2, 1-41.
  • Gardner, H. (1980). Artful scribbles. New York: Basic Books.
  • Gardner, P. L. (1985). Students‟ interest in science and technology: An international overview. In M. Lehrke, L. Hoffmann & P. L. Gardner (Eds.), Interest in Science and Technology Education (pp. 15-34). Kiel: Institute for Science Education.
  • Gerber, B. L., Cavallo, A. M. L., & Marek, E. A. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International Journal of Science Education, 23, 535-549.
  • Gibson, H. L., & Chase, C. (2002). Longtitudinal impact of an inquiry-based science program on middle school students‟ attitudes toward science. Science Education, 86, 693-705.
  • Gilbert, J., & Calvert, S. (2003). Challenging accepted wisdom: Looking at the gender and science education question through a different lens. International Journal of Science Education, 25, 861-878.
  • Gough, A. (2002). Mutualism: a different agenda for environmental and science education. International Journal of Science Education, 24, 1201-1215.
  • Hatzinikita, V. (2007). Images of the scientist held by educators in Greece. International Journal of Learning, 14, 145-154.
  • Hatzinikita, V., Christidou, V., & Bonoti, F. (2009). Teachers‟ pictorial representations of the scien-tist. Στο A. Selkirk & M. Tichenor (Eds.,) Teacher Education: Policy, Practice and Research (pp. 233-249). Hauppauge NY: Nova Science Publishers.
  • Häussler, P., & Hoffmann, L. (2000). A curricular frame for Physics education: Development, comparison with students‟ interests, and impact on students‟ achievement and self-concept. Science Education, 84, 689-705.
  • Haynes, R. (2003). From alchemy to artificial intelligence: Stereotypes of the scientist in Western literature. Public Understanding of Science, 12, 243–253.
  • Heering, P. (2000). Getting shocks: Teaching secondary school physics through history. Science & Education, 9, 363-373.
  • Hill, D., & Wheeler, A. (1991). Towards a clearer understanding of students‟ ideas about science and technology: an exploratory study. Research in Science and Technological Education, 9, 125-137.
  • Hills, P., & Shallis, M. (1975). Scientists and their images. New Scientist, 67, 471-475.
  • Hofstein, A., Aikenhead, G. & Riquarts, K. (1988). Discussions over STS at the Fourth IOSTE Symposium. International Journal of Science Education, 10, 357-366.
  • Huber, R. A., & Burton, G. M. (1995). What do students think scientists look like? School Science & Mathematics, 95, 371-376.
  • Ηüppauf, B. & Weingart, P. (2008). Images in and of Science. In B. Ηüppauf, and P. Weingart, (Eds), Science Images and Popular images of the Sciences (pp. 3-31). N.Y.: Routledge.
  • Jenkins, E.W. (2006). The student voice and school science education. Studies in Science Education, 42, 49-88.
  • Jenkins, E.W., & Pell, R.G. (2006). The Relevance of Science Education Project (ROSE) in England: a summary of findings. Centre for Studies in Science and Mathematics Education, University of Leeds.
  • Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students‟ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192.
  • Joyce, B. A., & Farenga, S. J. (1999). Informal science experience, attitudes, future interest in science, and gender of high-ability students: an exploratory study. School Science and Mathematics, 99, 431-437.
  • Kahle, J., & Lakes, M. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20, 131-140.
  • Kahle, J. B., & Meece, J. (1994). Research on gender issues in the classroom. In D. L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning (pp. 542–557). New York: Macmil-lan.
  • Kelly, J. (2000). Rethinking the elementary science methods course: a case for content pedagogy, and informal science education. International Journal of Science Education, 22, 755-777.
  • Koch, J. (1990). The science autobiography. Science and Children, 28, 42-43.
  • Krajikovich, 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.
  • Lewenstein, B. V. (2001). Who produces science information for the public? In J. H. Falk (Ed.), Free-choice Science Education: How We Learn Science Outside of School (pp. 21-43). New York: Teachers College Press.
  • Long, M., Boiarsky, G., & Thayer, G. (2001). Gender and racial counter-stereotypes in science educa-tion television: A content analysis. Public Understanding of Science, 10, 255-269.
  • Long, M., & Steinke, J. (1996). The thrill of everyday science: images of science and scientists on children‟s educational science programmes in the United States. Public Understanding of Science, 5, 101-119.
  • Losh, S. C., Wilke, R., & Pop, M. (2008). Some methodological issues with "Draw a Scientist Tests" among young children, International Journal of Science Education, 30, 773-792.
  • Lunn, S. (2002). „What we think we can safely say…‟: Primary teachers‟ views of the nature of science. British Educational Research Journal, 28, 649-672.
  • Maoldomhnaigh, M. O., & Hunt, A. (1988). Some factors affecting the image of the scientist drawn by older primary school pupils. Research in Science and Technological Education, 6, 159-166.
  • Maoldomhnaigh, M. O., & Mhaolain, V. N. (1990). The perceived expectation of the administrator as a factor affecting the sex of scientists drawn by early adolescent girls. Research in Science and Technological Education, 8, 69-74.
  • Mason, C. L., Kahle, J. B., & Gardner, A. L. (1991). Draw-A-Scientist Test: Future implications. School Science and Mathematics, 91, 193-198.
  • Mattern, N., & Schau, C. (2002). Gender differences in science attitude – achievement relationships over time among white middle-class students. Journal of Research in Science Teaching, 39, 324-340.
  • Matthews, B., & Davies, D. (1999). Changing children's images of scientists: Can teachers make a difference? School Science Review, 80, 79-85.
  • McSharry, G., & Jones, S. (2002). Television programming and advertisements: help or hindrance to effective science education? International Journal of Science Education, 24, 487-497.
  • Mead, M., & Metraux, R. (1957). The image of the scientist among high school students: A pilot study. Science, 126, 384 – 390.
  • Millar, R., & Osborne, J. (Eds) (1998). Beyond 2000: Science Education for the future. London: King‟s College. Retrieved from: http://www.kcl.ac.uk/depsta/education/ be2000/be2000.pdf (visited September 23, 2005).
  • Monhardt, R. M., Tillotson, J. W., & Veronesi, P. D. (1999). Same destination, different journeys: A comparison of male and female views on becoming and being a scientist. International Journal of Science Education, 21, 533-551.
  • Morgan, C., Isaac, J. D., & Sansone, C. (2001). The role of interest in understanding the career choices of female and male college students. Sex Roles, 44, 295-320.
  • Moseley, C., & Norris, D. (1999). Preservice teachers' views of scientists. Science and Children, 37, 50-53.
  • Neathery, M. F. (1997). Elementary and secondary students‟ perceptions toward science and correlation with gender, ethnicity, ability, grade, and science achievement. Electronic Journal of Science Education, 2 (1).
  • Newton, L. D., & Newton, P. D. (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, 1137-1149.
  • Nisbet, M.C., Scheufele, D.A., Shanahan, J., Moy, P., Brossard, D., & Lewenstein, B.V. (2002). Knowledge, reservations, or promise? A media effect model for public perceptions of science and technology. Communication Research, 29, 584–608.
  • OECD. (2002). PISA 2000 technical report. Paris: OECD.
  • OECD. (2004). Learning for tomorrow‟s world. First results from PISA 2003. Paris: OECD.
  • OECD. (2006). Assessing Scientific, Reading and Mathematical Literacy: A Framework for PISA 2006. Paris: OECD.
  • Osborne, J., & Collins, S. (2001). Students’ views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23, 441-467.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25, 1049-1079.
  • Palmer, D. H. (1997). Investigating students. Private perceptions of scientists and their work. Science & Technological Education, 15, 173 – 183.
  • Pion, G. M., & Lipsey, M.W. (1981). Public attitudes toward science and technology: What have the surveys told us? Public Opinion Quarterly, 45, 303-316.
  • Quita, I. N. (2003). What is a scientist? Perspectives of teachers of color. Multicultural Education, Fall 2003, 29-31.
  • Reis, P., & Galvao, C. (2004). Socio-scientific controversies and students‟ conceptions about scien-tists. International Journal of Science Education, 26, 1621–1633.
  • Rennie, L. J. & Stocklmayer, S. M. (2003). The communication of science and technology: past, present and future agendas. International Journal of Science Education, 25, 759-773.
  • Rubin, E., Bar, V., 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, 821-846.
  • Ryder, J. (2002). School science education for citizenship: strategies for teaching about the epistemology of science. Journal of Curriculum Studies, 34, 637-658.
  • Scantlebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the difference lies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 257-285). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Scherz, Z., & Oren, M., (2006). How to change students‟ images of science and technology. Science Education, 90, 965– 985.
  • Schibeci, R. A. (1986). Images of science and scientists and science education. Science Education, 70, 139-149.
  • Schibeci, R., & Lee, L. (2003). Portrayals of science and scientists, and „science for citizenship‟. Re-search in Science and Technological Education, 21, 177-192.
  • Schibeci, R. A., & Riley, J. P. (1986). Influence of students‟ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23, 177-187.
  • Schibeci, R. A., & Sorenson, I. (1983). Elementary school children's perceptions of scientists. School Science and Mathematics, 83, 14-19.
  • Schummer, J., & Spector, T. I. (2008). Popular images versus self-images of science. In B. Ηüppauf and P. Weingart (eds), Science Images and Popular images of the Sciences (pp. 69-95). N.Y.: Routledge.
  • Semela, T. (2010). Who is joining physics and why? Factors influencing the choice of physics among Ethiopian university students. International Journal of Environmental and Science Education, 5, 319-340.
  • She, H. C. (1998). Gender and grade level differences in Taiwan students‟ stereotypes of science and scientists. Research in Science and Technological Education, 16, 125-135.
  • Siegel, M. A., & Ranney, M. A. (2003). Developing the Changes in Attitude about the Relevance of Science (CARS) questionnaire and assesing two high school science classes. Journal of Research in Science Teaching, 40, 757-775.
  • Sjøberg, S. (2002). Science and technology education in Europe: Current challenges and possible solutions. Connect: UNESCO International Science, Technology, and Environmental Education Newsletter, 27, 1-5.
  • Sjøberg, S., & Imsen, G. (1988). Gender and science education I. In P. Fensham, (Ed.), Development and dilemmas in science education (pp. 218-248). London: The Falmer Press.
  • Song, J., & Kim, K.S. (1999). How Korean students see scientists: the images of the scientist, Interna-tional Journal of Science Education, 21, 957-977.
  • Steinke, J. (1997). A portrait of a woman as a scientist: breaking down barriers created by gender-role stereotypes. Public Understanding of Science, 6, 409-428.
  • Steinke, J. (2004). Science in cyberspace: science and engineering world wide web sites for girls. Public Understanding of Science, 13, 7-30.
  • Steinke, J. (2005). Cultural representations of gender and science: portrayals of female scientists and engineers in popular films. Science Communication, 27, 27-63.
  • Steinke, J., Lapinski, K. M., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, H. S., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children's percep-tions of women in science using the Draw-A-Scientist Test (DAST). Science Communication, 29, 35-64.
  • Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1-7. School Science and Mathematics, 95, 83-90.
  • Tamir, P. (1990). Factors associated with the relationship between formal, informal, and non-formal science teaching. Journal of Environmental Education, 22, 34-42.
  • Tamir, P. (1991). Factors associated with the acquisition of functional knowledge and understanding of science. Research in Science and Technological Education, 9, 17-37.
  • Tamir, P., & Gardner, P. (1989). The structure of interest in high school biology. Research in Science & Technological Education, 7, 113-140.
  • Tan, E., & Calabrese Barton, A. (2008a). From peripheral to central, the story of Melanie‟s metamor-phosis in an urban middle school science class. Science Education, 92, 567-590.
  • Tan, E., & Calabrese Barton, A. (2008b). Unpacking science for all through the lens of identities-in-practice: the stories of Amelia and Ginny. Cultural Studies of Science Education, 3, 43-71.
  • Turkmen, H. (2008). Turkish primary students‟ perceptions about scientist and what factors affecting the image of the scientists. Eurasian Journal of Mathematics, Science & Technology Educa-tion, 4, 55-61.
  • Ward, A. (1977). Magician in a white coat. Science Activities, 14, 6-9.
  • Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
  • Weinburgh, M. H. (2003). The effects of systemic reform on urban, African American fifth grade students‟ attitudes toward science. Journal of Women and Minorities in Science and Engineer-ing, 9, 53-72.
  • Weinburgh, M. H., & Englehard, G. Jr. (1994). Gender, prior academic performance and beliefs as predictors of attitudes toward biology laboratory experiences. School Science and Mathemat-ics, 94, 118-123.
  • Weinburgh, M. H., & Steele, D. (2000). The modified attitudes toward science inventory: Developing an instrument to be used with fifth grade urban students. Journal of Women and Minorities in Science and Engineering, 6, 87-98.
  • Weingart, P., Muhl, C., & Pansegrau, P. (2003). Of power maniacs and unethical geniuses: science and scientists in fiction film. Public Understanding of Science, 12, 279-287.
  • Yager, R. E., & Yager, S. O. (1985). Changes in perceptions of science for third, seventh and eleventh grade students. Journal of Research in Science Teaching, 22, 347-358.
  • Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-eficacy beliefs of successful women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45, 1036-1058.
APA CHRISTIDOU V (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. , 141 - 159.
Chicago CHRISTIDOU Vasilia Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. (2011): 141 - 159.
MLA CHRISTIDOU Vasilia Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. , 2011, ss.141 - 159.
AMA CHRISTIDOU V Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. . 2011; 141 - 159.
Vancouver CHRISTIDOU V Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. . 2011; 141 - 159.
IEEE CHRISTIDOU V "Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science." , ss.141 - 159, 2011.
ISNAD CHRISTIDOU, Vasilia. "Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science". (2011), 141-159.
APA CHRISTIDOU V (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental and Science Education (elektronik), 6(2), 141 - 159.
Chicago CHRISTIDOU Vasilia Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental and Science Education (elektronik) 6, no.2 (2011): 141 - 159.
MLA CHRISTIDOU Vasilia Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental and Science Education (elektronik), vol.6, no.2, 2011, ss.141 - 159.
AMA CHRISTIDOU V Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental and Science Education (elektronik). 2011; 6(2): 141 - 159.
Vancouver CHRISTIDOU V Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science. International Journal of Environmental and Science Education (elektronik). 2011; 6(2): 141 - 159.
IEEE CHRISTIDOU V "Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science." International Journal of Environmental and Science Education (elektronik), 6, ss.141 - 159, 2011.
ISNAD CHRISTIDOU, Vasilia. "Interest, attitudes and images related to science: Combining students’ voices with the voices of school Science, teachers, and popular science". International Journal of Environmental and Science Education (elektronik) 6/2 (2011), 141-159.
Sayfa Oluşturulma Tarihi
22-04-2024 17:43

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları