How Do Prospective Elementary and Gifted Education Teachers Perceive Scientists and Distinguish Science from Pseudoscience?

Autor/in	Erdogan, Sezen Camci
Titel	How Do Prospective Elementary and Gifted Education Teachers Perceive Scientists and Distinguish Science from Pseudoscience?
Quelle	In: Journal of Education in Science, Environment and Health, 5 (2019) 1, S.119-133 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Preservice Teachers; Student Attitudes; Elementary School Teachers; Academically Gifted; Special Education Teachers; Scientists; Cognitive Tests; Freehand Drawing; Personality Measures; Projective Measures; Scientific Attitudes; Scientific Concepts; Misconceptions; Stereotypes; Foreign Countries; Turkey; Draw a Person Test + Suchen Sie Ihr Suchwort? Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Scientist; Wissenschaftler; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Missverständnis; Klischee; Ausland; Türkei
Abstract	The present study aims to examine the perceptions towards scientists and science/pseudoscience distinctions of gifted education and elementary education teacher candidates who will educate gifted students especially at the elementary education level. A total of 92 volunteer prospective teachers, composed of candidates from gifted education and elementary education departments, participated in the study, which was carried out as a survey research. The data were collected using the Draw-a-Scientist Test and the Science/Pseudoscience Distinction Scale. The results of the study showed that both groups of prospective teachers' crafted drawings that reflected stereotypical perceptions in terms of appearance, work carried out by scientists, and gender. However, according to the results of the independent samples t-test, the elementary education teacher candidates were found to reflect more stereotypical characteristics in their drawings of scientists than the gifted education teacher candidates. The candidates' science/pseudoscience distinction scores did not significantly differ in department and there was a negative significant correlation between stereotypical image scores and scientific method scores. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01