揭开陈规定型观念的面纱:墨西哥西北部儿童的科学认知研究

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ulises Bardullas, Eugenio Leyva-Figueroa
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引用次数: 0

摘要

科学和科学家在公众心目中的形象是传统刻板印象的多元组合。我们的研究调查了墨西哥儿童的这些看法,分析了从墨西哥西北部农村和城市学校的四年级至七年级学生那里收集的 816 幅图画和描述。我们使用 mDAST/DAST 对图画中科学家的外貌、位置和活动进行了分析,并对每个类别进行了更深入的压缩分类。结果证实了所有类别中的刻板描绘,然而,女孩画出了更多的女性科学家,主要以白种人为特征。同样,尽管刻板的实验室描绘依然存在,但许多图画都表现了另类的实验室研究和户外活动。我们的研究强调了从幼年开始,利用包容性教科书和有效的教学策略,宣传科学家及其工作的多样化和包容性形象的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Unveiling Stereotypes: A Study on Science Perceptions Among Children in Northwest Mexico

Unveiling Stereotypes: A Study on Science Perceptions Among Children in Northwest Mexico

The prevailing portrayal of science and scientists within the public domain is a multifaceted mix of conventional stereotypes. Our study investigates these perceptions among Mexican children, analyzing 816 drawings and descriptions collected from fourth to seventh graders in rural and urban schools in Northwestern Mexico. Drawings were analyzed for the scientist’s appearance, location, and activity using mDAST/DAST, and each category was subcategorized for deeper compressive. The results confirm stereotypical depictions in all categories, however, girls draw more female scientists, mainly characterized by Caucasian features. Likewise, although stereotypical lab depictions persist, many drawings show alternative lab research and outdoor activities. Our study highlights the importance of promoting a diverse and inclusive image of scientists and their work, starting from an early age, using inclusive textbooks and effective pedagogical strategies.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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