Still persistent global problem of scientists’ image

All elementary pre-service teachers in this study held similar stereotypic images of scientists. The view of Turkish pre-service teachers is less focused on them than Europeans’ and the Americans. Eventually, stereotypical images of the scientist are a slightly lesser than revealed in previous studies but stereotypes of scientists are widely persistent even among elementary preservice teachers. First, stereotypical perceptions are persistent. Next, the stereotypical image has been revealed time and again in student and adult drawings. The research indicates that this image perception extends across age groups, across grade levels, and across decades, like in literature. The stereotype of scientists being elderly, male, Caucasian, and working in lab has largely endured. Similarly, most of them are chemists (Barman, 1997; 1999; Bodzin & Gehringer, 2001; Chambers, 1983; Chiang, & Guo, 1996; Finson, 2002; 2003; Finson, Beaver & Crammond, 1995; Finson, Pedersen & Thomas, 2006; Flick, 1990; Fort & Varney 1989; Fung, 2002; Huber & Burton, 1995; Jane, Fleer, & Gipps, 2007; Koren & Bar, 2009; Monhardt, 2003; Moseley & Norris, 1999; Newton & Newton, 1992; Schibeci & Sorenson, 1983; She, 1995; 1998; Song & Kim, 1999; Symington & Spurling, 1990; Türkmen, 2008). It is one of main responsibility for teachers, science educators, and curriculum developers to know what students’ perception are about science. Many researchers and educators believed that if students have less stereotypical the image of scientists, they will more probable have positive attitudes toward science and subsequently consider to select a job in the sciences (Bodzin & Gehringer, 2001; Flick, 1990; Matkins, 1996; Rosenthal 1993). Hence, information about students’ perceptions of scientist is vital tool to evaluate science curriculum.

Cultures impact not only science but also the perceptions of scientists. The difference is prevailing culture of a country allows negative stereotypes to deter a child’s learning of science. Parents, counselors, principals, teachers, friends, and media influence students’ attitudes toward science. Epstein (1997) discussed how children learn and grow through three overlapping factors, family, school, and community. Public attitude affects people’s attitudes toward science implicitly or explicitly. Parental / familial involvement in school has been found to improve facets of children’s education such as academic achievement (Van Voorhis, 2001).

One conclusion they drew was that pre-service elementary teachers' images of scientists and attitudes toward science may be affected by the way science is taught in their teacher education programs. The most recent primary level of science curriculum programs includes activities to engage students in the manner of constructivist approach for the US, European countries and Turkey. Literature says the constructivist approach to teaching impacts on students' minds and attitudes in a positive manner. After declaration of EU Lifelong Learning process and US National Science Education Standards, all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective, the US, many European countries and Turkey take it as a fundamental goal of education policies and a way to achieve socio-economic development and a tool to promote the information and knowledge based society. So far, partly the American and European elementary pre-service teachers have succeeded in seeing parent, friends, and media as source of scientific image despite they have some stereotypic images of scientists. However, Turkish elementary pre-service teachers still have problem about that, because Turkish reforms have not enough influenced to Turkish elementary pre-service teachers’ minds so far. The researchers concluded that one could not assume pre-service teachers come to science education courses with a complete understanding of what a scientist is (Moseley & Norris, 1999).

Limitations

While the DAST is simple method and only provided us with a one dimensional snapshot of students’ mental representations about scientists and do not necessarily reflects what students believe. Hence, it would be useful to include interviews for deeper understanding of students’ constructs after the drawing activity.

It is possible that with larger sample sizes a clearer picture of impact may have emerged. The results would indicate potential for additional research examining in-service teachers’ perception and/or academicians’ perception of scientist, and the relationship between academicians’ perceptions and pre-service teachers of scientists. Further research is encouraged that would include larger sample sizes.

Suggestions

Studies have shown that students' views of scientists are established and developed early and significant experiences, they are often static (or resistant to change) (Finson, Pedersen, & Thomas, 2006). To get rid of stereotypic images of scientists, 

If students have more positive attitudes toward a subject when the subject they are learning seems directly relevant to their lives (Zacharia & Calabrese Barton 2004). Thus teachers and academicians should integrate EU Lifelong Learning process in minds and prepare students to be scientifically literate citizens in the light of constructivist perspective.
Teachers and curriculum developers need to be encouraged to use the special features in science textbooks that highlight science careers, depict scientists as everyday people. 
Teachers should apply other type of sources, like scientific journals, magazines, newspapers, in their lessons. 
Teachers should get students meet with scientists. Scientists can come to the university or primary classroom and students can ask them to talk about their lives not just their science. Even, they can get helpful from students’ parents having a science background and from university academicians. 
The participation in field trips related to scientists’ activities should be integrated in science curriculum and students and teachers should be forced to do that. 
Universities need to make more cooperation with modern countries universities. Closer cooperation in universities will help all pre-service teachers and the whole society more broadly than they do now. 
National and local media should be careful the misinterpretation of science concepts in their broadcasting. There should be one of responsibilities is to educate people.