Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article 11 (June, 2007) Beverley JANE, Marilyn FLEER & John GIPPS Changing children's views of science and scientists through school-based teaching Contents Next

Changing children's views of science and scientists through school-based teaching

 ¹Beverley JANE, ²Marilyn FLEER, ³John GIPPS

Monash University
Victoria, AUSTRALIA

E-mail: ¹ Beverley.Jane@Education.monash.edu.au
² marilyn.fleer@Education.monash.edu.au
³ John.Gipps@Education.monash.edu.au

Received 19 Apr., 2007
Revised 19 Jun., 2007

Contents

• Abstract
• Introduction: Identifying the problem
• Stereotypical views of scientists portrayed in the media
• Previous research studies of students' and pre-service teachers' perceptions of scientists
• Science teaching based on constructivism
• Cultural-historical perspective: transformation through participation
• Research questions and study design
  • The context of the study
  • The participants
  • Data collection and method of analysis
• Data analysis: children's drawings of scientists and their comments about science
  • The influence of the media
  • Children as rudimentary scientists
  • Evidence of changes in the children's views
• Implications of the study and conclusion
• Acknowledgements
• References

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Abstract

Stereotypical views of scientists portrayed in the media, and how science is currently taught in Australian schools, both contribute to many students not studying science beyond Year 10. Reports on the status of science teaching in primary schools still tend to focus on the individual teacher's lack of confidence and inadequate content knowledge, and the limited resources available to support science teaching. To date few studies have examined how pre-service teachers engage with science content and pedagogy. From a cultural-historical perspective, the data in this study took three forms. Firstly, children's drawings of scientists were collected. Secondly, children's comments about science before and after a teaching sequence in science were documented. Thirdly, pre-service teachers' reflections on the changes in children's views after the teaching sequence in primary classrooms. Data analysis showed that when each child is valued in a communal context, and engages in relevant, hands-on science activities, the children's views of scientists are challenged, with some beginning to see themselves as rudimentary scientists.

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