An inquiry into the use of stories about scientists from diverse socio-cultural backgrounds in broadening grade one students' images of science and scientists
Published: 2006
Language: eng
Number of pages: 180
ISBN-13: 9780494218310
Subjects: Science -- Study and teaching (Elementary).; Scientists -- Biography.; School children -- Attitudes.; Storytelling.; Early childhood education -- Activity programs.
Genres: Biography.
Description: Students' "images of science" (Driver, Leach, Millar & Scott, 1996) and their images of scientists are widely accepted as important aspects of their scientific literacy (National Research Council, 1996) and have important implications for how they learn and engage with science in a classroom context (Hofer, 2001). While numerous studies have documented primary (grades 1 to 3) students' stereotypic images of scientists as sexist, racist, asocial, few have examined instructional strategies effective in broadening these views. Studies (Solomon, Duveen & Scott, 1994; Tao, 2003) involving intermediate and senior students have suggested that science stories can help students develop more authentic views of the nature of science. The purpose of this qualitative study was to examine how stories about scientists from diverse socio-cultural backgrounds (i.e., physical ability, gender, ethnicity), presented over a 15-week period, influence grade one students' images of science and scientists. Data sources included: pre and post audiotaped interviews, draw-a-scientist-test (Chambers, 1983), participant observation and student work. Results indicated that while students' stereotypic images of scientists were not eliminated, students acquired additional images more inclusive of less dominant socio-cultural backgrounds. Gains were noted in students' images of the purpose of science, the nature of scientific work and the social nature of scientific work. Less positive results involving student resistance to non-stereotypic images of scientists and a loss of interest in becoming a scientist highlight the complexity of using stories about scientists with primary students. The implications of these findings for research and classroom practice are discussed.
Notes: Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0073.

Thesis (Ph.D.)--University of Toronto, 2006.

Includes bibliographical references (leaves 150-158).

Electronic version licensed for access by U. of T. users.