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Analysis shows that most students, across all grade levels, depict male scientists and portray them in everyday clothing, with well-groomed hair, working in varied settings such as nature and space.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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STUDENTS’ PERCEPTIONS OF SCIENTISTS  \nEsra KABATAŞ MEMİŞ, Büşra Nur ÇAKAN AKKAŞ, Zehra Esra KETENOĞLUKAYABAŞI, Esma KARAKUŞ, Nurullah FİLİZ  \nAbstract: The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.) .  \nKey words: science, scientist, Draw-a-Scientist Test (DAST), elementary education  \n1. Introduction  \nTogether with the reform movements in the field of education, the concept of “scientific literacy” is frequently mentioned. It is possible to see various definitions for this concept in the literature. According to DeBoer (2000), scientific literacy is what people need to know about science in order to live more effectively than the natural world. Scientific literacy is a concept that involves a range from comprehending to interpreting of the content and nature of science, scientificness and the relationship between science-technology-society as one of the most important factors triggering the personality development process within the community life. The basic characteristic of scientific literacy is expressed as ‘the ability to apply scientific understanding to life situations involving science’ in PISA 2006. In addition, the report describes four characteristics that a scientific literate individual should possess. These characteristics (OECD, 2006);  \n•Scientific knowledge and use of that knowledge to identify questions, acquire new knowledge, explain scientific phenomena and draw evidence-based conclusions about sciencerelated issues,  \n•Awareness of how science and technology shape our material, intellectual, and cultural environments,  \n•Willingness to engage in science-related issues and with the ideas of science, as a reflective citizen,  \n•Understanding of the characteristic features of science as a form of human knowledge and enquiry.  \nWhen the definitions are examined, it can be said that a basic assumption for scientific literacy is the application of scientific knowledge to basic living conditions (Bybee & McCrae, 2011) . It is noteworthy that in scientific literacy it is necessary not only to have scientific knowledge but also to know how to use knowledge and scientific processes for producing new information. One aspect of the definition of scientific literacy included in the report of PISA “Assessing Scientific, Reading and Mathematical Literacy” and also described above is the understanding that science is obtained as a result of human knowledge and inquiry. Raising students as scientific literate individuals is achieved  \nnot only by understanding the existing scientific concepts and facts, but also by understanding how the knowledge is produced, reproduced and approved, that is, how scientists work (Goodrum, Hackling, & Rennie, 2001) . This indicates that the scientists who are the producer of scientific knowledge and the subject of science, and their activities should be understood correctly. In particular, determination of the perception of the primary school students with respect to scientists in the first stage of their education life increases the importance of providing them with a more accurate perception of science and scientists. Because in the literature, it is emphasized t","cbCaikIo0Yj6mwVa","https://ap.wps.com/l/cbCaikIo0Yj6mwVa","pdf",1097937,16,"English","# Abstract\n# 1. Introduction\n# 2. Theoretical background","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine elementary school students’ perceptions of science and scientists across the 1st to 4th grades.\"},{\"question\":\"How were students’ perceptions measured?\",\"answer\":\"The Draw-a-Scientist Test (DAST) was used, based on students’ drawings reflecting their views of scientists.\"},{\"question\":\"What were the key findings about students’ drawings?\",\"answer\":\"Most students across all grades drew male scientists, typically in daily clothes with well-groomed hair and in different working environments such as nature or space.\"}]","DETERMINING 1ST–4TH GRADE ELEMENTARY SCHOOL STUDENTS’ PERCEPTIONS OF SCIENTISTS | PDF",1792066128]