Promovendo imagens mais realistas dos cientistas e da atividade científica: a entrevista como estratégia de ensino e aprendizagem
DOI:
https://doi.org/10.20952/revtee.v16i35.18533Palavras-chave:
Draw a scientist test – DAST. Estereótipos. Imagem dos cientistas. 1.º ciclo do ensino básico.Resumo
Em Portugal, como em muitos outros países, as crianças possuem visões estereotipadas dos cientistas e do trabalho que realizam. Este artigo descreve as visões que crianças do 3.º ano de escolaridade possuem sobre os cientistas e a atividade científica. Descreve também o efeito de uma intervenção pedagógica - a realização de entrevistas a cientista através de vídeo-chamada - nessas visões. Os dados foram recolhidos através do Draw a Scientist Test (DAST), de notas de campo e de um questionário final. Antes da intervenção, os alunos tinham muitos dos estereótipos comuns associados aos cientistas. Os resultados mostram que as visões dos alunos mudaram em virtude das entrevistas realizadas, tanto ao nível da aparência dos cientistas, como ao nível da localização e natureza das atividades científicas.
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Reis, P., Rodrigues, S., & Santos, F. (2006). Concepções sobre os cientistas em alunos do 1o ciclo do Ensino Básico:“Poções, máquinas, monstros, invenções e outras coisas malucas”. Revista Electrónica de Enseñanza de Las Ciencias, 5(1), 51–74.
Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985. https://doi.org/10.1002/sce.20159
Sharkawy, A. (2009). Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists. Journal of Elementary Science Education, 21(1), 67–78. https://doi.org/10.1007/bf03174716
Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students’ images of scientists and scientific work. Cultural Studies of Science Education, 7(2), 307–340. https://doi.org/10.1007/s11422-012-9386-2
She, H. C. (1998). Gender and grade level differences in taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125–135. https://doi.org/10.1080/0263514980160203
Shimwell, J., DeWitt, J., Davenport, C., Padwick, A., Sanderson, J., & Strachan, R. (2021). Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1941840
Steinke, J., Lapinski, M. K., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the draw-a-scientist test (DAST). Science Communication, 29(1), 35–64. https://doi.org/10.1177/1075547007306508
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. B., & Grace, M. M. (2016). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B: Communication and Public Engagement, 6(1), 89–113. https://doi.org/10.1080/21548455.2015.1016134
Bardin, L. (2008). Análise de Conteúdo. Edições 70.
Bozzato, P., Fabris, M. F., & Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education, 43(16), 2640–2662. https://doi.org/10.1080/09500693.2021.1982062
Buck, G. A., Leslie-Pelecky, D., & Kirby, S. K. (2002). Bringing female scientists into the elementary classroom: Confronting the strength of elementary students’ stereotypical images of scientists. Journal of Elementary Science Education, 14(2), 1–9. https://doi.org/10.1007/bf03173844
Cakmakci, G., Tosun, O., Turgut, S., Orenler, S., Sengul, K., & Top, G. (2011). Promoting an inclusive image of Scientists among Students: Towards research evidence-based practice. International Journal of Science and Mathematics Education, 9(3), 627–655. https://doi.org/10.1007/s10763-010-9217-4
Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255–265. https://doi.org/10.1002/sce.3730670213
Christidou, V., Hatzinikita, V., & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21(5), 626–647. https://doi.org/10.1177/0963662510383101
Emvalotis, A., & Koutsianou, A. (2018). Greek primary school students’ images of scientists and their work: has anything changed? Research in Science and Technological Education, 36(1), 69–85. https://doi.org/10.1080/02635143.2017.1366899
Erten, S., Kiray, S., & Sen-Gumus, B. (2013). Influence of Scientific Stories on Students Ideas about Science and Scientists. International Journal of Education in Mathematics, Science and Technology, 1(2), 122–137.
Farland-Smith, D. (2012). Development and Field Test of the Modified Draw-a-Scientist Test and the Draw-a-Scientist Rubric. School Science and Mathematics, 112(2), 109–116. https://doi.org/10.1111/j.1949-8594.2011.00124.x
Finson, K. D. (2002). Drawing a Scientist: What We Do and Do Not Know After Fifty Years of Drawings. School Science and Mathematics, 102(7), 335–345. https://doi.org/10.1111/j.1949-8594.2002.tb18217.x
Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and Field Test of a Checklist for the Draw-A-Scientist Test. School Science and Mathematics, 95(4), 195–205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
Hillman, S. J., Bloodsworth, K. H., Tilburg, C. E., Zeeman, S. I., & List, H. E. (2014). K-12 Students’ Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact. International Journal of Science Education, 36(15), 2580–2595. https://doi.org/10.1080/09500693.2014.908264
Martins, I., Baptista, M., & Reis, P. (2021). Students’ images of STEM professionals: a study in the Portuguese context. Education 3-13. https://doi.org/10.1080/03004279.2021.1955945
Mead, M., & Métraux, R. (1957). Image of the scientist among high-school students. A pilot study. Science, 126, 384–390. https://doi.org/10.1126/science.126.3270.384
Mehmet Buldu. (2006). Young children’s perceptionsof scientists: A preliminary study. Educational Research, 48(1), 121–132.
Milford, T. M., & Tippett, C. D. (2013). Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference? Journal of Science Teacher Education, 24(4), 745–762. https://doi.org/10.1007/s10972-012-9304-1
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The Development of Children’s Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
Moseley, C., Reinke, K., & Bookout, V. (2003). The effect of teaching outdoor environmental education on elementary preservice teachers’ self-efficacy. Journal of Elementary Science Education, 15(1), 1–14. https://doi.org/10.1007/BF03174740
Quílez-Cervero, C., Diez-Ojeda, M., Gallego, A. A. L., & Queiruga-Dios, M. Á. (2021). Has the stereotype of the scientist changed in early primary school-aged students due to COVID-19? Education Sciences, 11(7), 1–21. https://doi.org/10.3390/educsci11070365
Reis, P., & Galvão, C. (2004). Socio-scientific controversies and students’ conceptions about scientists. International Journal of Science Education, 26(13), 1621–1633. https://doi.org/10.1080/0950069042000205413
Reis, P., Rodrigues, S., & Santos, F. (2006). Concepções sobre os cientistas em alunos do 1o ciclo do Ensino Básico:“Poções, máquinas, monstros, invenções e outras coisas malucas”. Revista Electrónica de Enseñanza de Las Ciencias, 5(1), 51–74.
Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985. https://doi.org/10.1002/sce.20159
Sharkawy, A. (2009). Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists. Journal of Elementary Science Education, 21(1), 67–78. https://doi.org/10.1007/bf03174716
Sharkawy, A. (2012). Exploring the potential of using stories about diverse scientists and reflective activities to enrich primary students’ images of scientists and scientific work. Cultural Studies of Science Education, 7(2), 307–340. https://doi.org/10.1007/s11422-012-9386-2
She, H. C. (1998). Gender and grade level differences in taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125–135. https://doi.org/10.1080/0263514980160203
Shimwell, J., DeWitt, J., Davenport, C., Padwick, A., Sanderson, J., & Strachan, R. (2021). Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1941840
Steinke, J., Lapinski, M. K., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, S. H., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the draw-a-scientist test (DAST). Science Communication, 29(1), 35–64. https://doi.org/10.1177/1075547007306508
Woods-Townsend, K., Christodoulou, A., Rietdijk, W., Byrne, J., Griffiths, J. B., & Grace, M. M. (2016). Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B: Communication and Public Engagement, 6(1), 89–113. https://doi.org/10.1080/21548455.2015.1016134
Publicado
2023-05-08
Como Citar
Ferreira, C., & Valente, bianor. (2023). Promovendo imagens mais realistas dos cientistas e da atividade científica: a entrevista como estratégia de ensino e aprendizagem. Revista Tempos E Espaços Em Educação, 16(35), e18533. https://doi.org/10.20952/revtee.v16i35.18533
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