"Am I Like a Scientist?": Primary Children's Images of Doing Science in School

Autor/inn/en	Zhai, Junqing; Jocz, Jennifer Ann; Tan, Aik-Ling
Titel	"Am I Like a Scientist?": Primary Children's Images of Doing Science in School
Quelle	In: International Journal of Science Education, 36 (2014) 4, S.553-576 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.791958
Schlagwörter	Elementary School Students; Elementary School Science; Science Instruction; Student Attitudes; Inquiry; Teaching Methods; Questionnaires; Freehand Drawing; Interviews; Self Concept; Observation; Scientists; Individual Characteristics; Science Process Skills; Singapore + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Drawing; Zeichnen; Interviewing; Interviewtechnik; Selbstkonzept; Beobachtung; Scientist; Wissenschaftler; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Singapur
Abstract	A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with "real" scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9-10) students in Singapore. Results indicate that "doing science as conducting hands-on investigations", "doing science as learning from the teacher", "doing science as completing the workbook", and "doing science as a social process" are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as "acting like a scientist" in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and "real" science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10