Promover imágenes más realistas de los científicos y la actividad científica: la entrevista como estrategia de enseñanza y aprendizaje
DOI:
https://doi.org/10.20952/revtee.v16i35.18533Palabras clave:
Draw a scientist test – DAST. Estereótipos. Imagen de científicos. 1er ciclo de educación básica.Resumen
En Portugal, como en muchos otros países, los niños tienen una visión estereotipada de los científicos y del trabajo que realizan. Este artículo describe las visiones que tienen los niños de 3° grado sobre los científicos y la actividad científica. También describe el efecto de una intervención pedagógica (realizar entrevistas con un científico a través de una videollamada) en estos puntos de vista. Los datos fueron recolectados a través de la prueba Draw a Scientist (DAST), notas de campo y un cuestionario final. Antes de la intervención, los estudiantes tenían muchos de los estereotipos comunes asociados con los científicos. Los resultados muestran que las opiniones de los estudiantes cambiaron a raíz de las entrevistas realizadas, tanto en cuanto a la apariencia de los científicos como en cuanto a la ubicación y naturaleza de las actividades científicas.
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Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students’ images of scientists and scientific work. Cultural Studies of Science Education, 7(2), 307–340. https://doi.org/10.1007/s11422-012-9386-2
She, H. C. (1998). Gender and grade level differences in taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125–135. https://doi.org/10.1080/0263514980160203
Shimwell, J., DeWitt, J., Davenport, C., Padwick, A., Sanderson, J., & Strachan, R. (2021). Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1941840
Steinke, J., Lapinski, M. K., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the draw-a-scientist test (DAST). Science Communication, 29(1), 35–64. https://doi.org/10.1177/1075547007306508
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. B., & Grace, M. M. (2016). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B: Communication and Public Engagement, 6(1), 89–113. https://doi.org/10.1080/21548455.2015.1016134
Bardin, L. (2008). Análise de Conteúdo. Edições 70.
Bozzato, P., Fabris, M. F., & Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education, 43(16), 2640–2662. https://doi.org/10.1080/09500693.2021.1982062
Buck, G. A., Leslie-Pelecky, D., & Kirby, S. K. (2002). Bringing female scientists into the elementary classroom: Confronting the strength of elementary students’ stereotypical images of scientists. Journal of Elementary Science Education, 14(2), 1–9. https://doi.org/10.1007/bf03173844
Cakmakci, G., Tosun, O., Turgut, S., Orenler, S., Sengul, K., & 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. https://doi.org/10.1007/s10763-010-9217-4
Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255–265. https://doi.org/10.1002/sce.3730670213
Christidou, V., Hatzinikita, V., & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21(5), 626–647. https://doi.org/10.1177/0963662510383101
Emvalotis, A., & 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. https://doi.org/10.1080/02635143.2017.1366899
Erten, S., Kiray, S., & 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.
Farland-Smith, D. (2012). Development and Field Test of the Modified Draw-a-Scientist Test and the Draw-a-Scientist Rubric. School Science and Mathematics, 112(2), 109–116. https://doi.org/10.1111/j.1949-8594.2011.00124.x
Finson, K. D. (2002). Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings. School Science and Mathematics, 102(7), 335–345. https://doi.org/10.1111/j.1949-8594.2002.tb18217.x
Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and Field Test of a Checklist for the Draw-A-Scientist Test. School Science and Mathematics, 95(4), 195–205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
Hillman, S. J., Bloodsworth, K. H., Tilburg, C. E., Zeeman, S. I., & List, H. E. (2014). K-12 Students’ Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact. International Journal of Science Education, 36(15), 2580–2595. https://doi.org/10.1080/09500693.2014.908264
Martins, I., Baptista, M., & Reis, P. (2021). Students’ images of STEM professionals: a study in the Portuguese context. Education 3-13. https://doi.org/10.1080/03004279.2021.1955945
Mead, M., & Métraux, R. (1957). Image of the scientist among high-school students. A pilot study. Science, 126, 384–390. https://doi.org/10.1126/science.126.3270.384
Mehmet Buldu. (2006). Young children’s perceptionsof scientists: A preliminary study. Educational Research, 48(1), 121–132.
Milford, T. M., & Tippett, C. D. (2013). Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference? Journal of Science Teacher Education, 24(4), 745–762. https://doi.org/10.1007/s10972-012-9304-1
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The Development of Children’s Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
Moseley, C., Reinke, K., & Bookout, V. (2003). The effect of teaching outdoor environmental education on elementary preservice teachers’ self-efficacy. Journal of Elementary Science Education, 15(1), 1–14. https://doi.org/10.1007/BF03174740
Quílez-Cervero, C., Diez-Ojeda, M., Gallego, A. A. L., & Queiruga-Dios, M. Á. (2021). Has the stereotype of the scientist changed in early primary school-aged students due to COVID-19? Education Sciences, 11(7), 1–21. https://doi.org/10.3390/educsci11070365
Reis, P., & Galvão, C. (2004). Socio-scientific controversies and students’ conceptions about scientists. International Journal of Science Education, 26(13), 1621–1633. https://doi.org/10.1080/0950069042000205413
Reis, P., Rodrigues, S., & Santos, F. (2006). Concepções sobre os cientistas em alunos do 1o ciclo do Ensino Básico:“Poções, máquinas, monstros, invenções e outras coisas malucas”. Revista Electrónica de Enseñanza de Las Ciencias, 5(1), 51–74.
Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985. https://doi.org/10.1002/sce.20159
Sharkawy, A. (2009). Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists. Journal of Elementary Science Education, 21(1), 67–78. https://doi.org/10.1007/bf03174716
Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students’ images of scientists and scientific work. Cultural Studies of Science Education, 7(2), 307–340. https://doi.org/10.1007/s11422-012-9386-2
She, H. C. (1998). Gender and grade level differences in taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125–135. https://doi.org/10.1080/0263514980160203
Shimwell, J., DeWitt, J., Davenport, C., Padwick, A., Sanderson, J., & Strachan, R. (2021). Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1941840
Steinke, J., Lapinski, M. K., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the draw-a-scientist test (DAST). Science Communication, 29(1), 35–64. https://doi.org/10.1177/1075547007306508
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. B., & Grace, M. M. (2016). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B: Communication and Public Engagement, 6(1), 89–113. https://doi.org/10.1080/21548455.2015.1016134
Publicado
2023-05-08
Cómo citar
Ferreira, C., & Valente, bianor. (2023). Promover imágenes más realistas de los científicos y la actividad científica: la entrevista como estrategia de enseñanza y aprendizaje. Revista Tempos E Espaços Em Educação, 16(35), e18533. https://doi.org/10.20952/revtee.v16i35.18533
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