Pulling Back the Curtain: Uncovering and Changing Students' Perceptions of Scientists
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Auteurs : Jason Painter [États-Unis] ; M. Gail Jones ; Thomas R. Tretter ; Dennis KubaskoSource :
- School Science and Mathematics [ 0036-6803 ] ; 2006-04.
Abstract
Although there have been numerous scientists‐in‐the‐classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh‐grade and 27 tenth‐grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow‐up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.
Url:
DOI: 10.1111/j.1949-8594.2006.tb18074.x
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M. Gail Jones<affiliation><wicri:noCountry code="no comma">North Carolina State University</wicri:noCountry>
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<affiliation><wicri:noCountry code="no comma">University of Louisville</wicri:noCountry>
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<affiliation><wicri:noCountry code="no comma">University of North Carolina at Wilmington</wicri:noCountry>
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<front><div type="abstract" xml:lang="en">Although there have been numerous scientists‐in‐the‐classroom initiatives in recent years, there is little research that documents whether or not these initiatives make an impact on students. This study examined 27 seventh‐grade and 27 tenth‐grade students' perceptions of scientists before and after a weeklong educational experience on nanotechnology, where students interacted with scientists. The data from this project included student interviews (pre and post intervention), field notes, student stories, and follow‐up interviews conducted 1 year after the project. Results showed that fewer than 10% of participants reported ever interacting with scientists in school settings prior to this project, despite attending schools in areas surrounded by a high density of scientists. Students' perceptions of scientists changed as a result of the project. The implications for science instruction are discussed.</div>
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