• Journal of Gifted/Talented Education
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• v.11 no.2
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• pp.39-57
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• 2001

In this study, gifted children's perceptions of scientists were investigated. The subjects were 91 elementary students who were registered in educational program for the gifted. This study was conducted using Draw-A-Scientist-Test (DAST) and questionnaires about the life of scientists. As the results, most scientists were depicted as well-featured and young people. There was a tendency that boys mainly described scientists as male, but girls as female. Many of the students perceived scientists as those who did significant works to try to help other people and pursue the novelty The general perceptions of the gifted on scientists were positive. Majority of students, however, perceived that scientists worked indoors with glassware or chemicals. Relatively, fewer students described books, other materials, and technologies including computer. Many of the students perceived scientists＇work as research or invention. Concerning working pattern, students mainly replied that scientists worked alone. In order to make students＇restricted perceptions enhance for opened and flexible manner, various educational methods need to be implemented.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.293-304
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• 2018

In spite of a growing number of recent studies that indicate students are coming to view scientists with more varied images, the stereotypical image of scientists remains in many students' minds. In this study, the authors explore how college students change their perceptions of science and scientists through the use of a documentary that focuses on scientists' daily lives, including laboratory life, and their emotional ups-and-downs. We analyzed 109 college students' essays on perceptions about scientists after watching the documentary. As a result, 64.2% of the college students declared that there was a change in their perception of scientists. The students' new perceptions of science and scientists are as follows: 1) scientists undergo emotional ups-and-downs just like any normal person; 2) scientists experience numerous failures while researching; 3) science does not have a fixed answer and scientists undertake research with creativity; 4) scientists conduct research in collaboration, but also in highly competitive environments; 5) scientists are often frustrated with their socio-economic status. The students' previous perceptions on science and scientists were mainly stereotypical ones that have been reported in previous studies. In addition, of the other college students who did not change their perceptions, the majority declared that they have new perceptions such as 1) - 5). Only a small percentage of students (7.3%) had unchanged stereotypical perceptions. These results are interpreted as that college students relatively easily change their stereotypical images of scientists after watching the documentary but, alternatively, the results can be interpreted that the most stereotypical images of college students are not perceptions that form a deep impression, but rather they are simply depictions of representative images of scientists given from outside sources (e.g. the mass media and school).

• Journal of Science Education
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• v.34 no.2
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• pp.327-341
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• 2010

The purpose of this study is to obtain science high school students' perceptions of scientists and their work before and after the Green Investigation program with scientists. This study also attempts to determine whether the program affected the participants' perceptions of scientists and their work. A modified DAST was carried out with 64 high school students. Findings revealed that Korean science high school students had normal perceptions of scientists, such as images of 20 to 30 year old males wearing laboratory coats and working alone in research labs with test tubes, flasks, and several machines in the background. After the intervention, students drew fewer typical items representing scientists and had significantly different perceptions of their work places between the pretest (M=1.69, SD=1.14) and posttest (M=1.96, SD=1.24, t=4.43, p<0.001) with the eta squared statistics (.24). These findings reflect the need for continued efforts of developing green investigation programs with scientists for students. Some future studies based on this study are also introduced.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.677-691
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• 2014

Understanding of the nature of science (NOS) has been a consistent topic as one of the most important goals in science education for the past several decades. Even though there is a variety of research related with the NOS conducted in science education, few researches has been conducted for the conception of scientists regards to the nature of science (Bayir et al., 2014; Taylor et al., 2008; Wong & Hudson, 2008). Recently, researchers in science education turned their attention to identifying views of scientists about the nature of science since they recognized the importance of participation of scientists in science education (Southerland et al., 2003; Taylor et al., 2008). This study was conducted to examine the Korean scientists' views of the nature of science. Through the use of semi-structured questionnaire and in-depth interview the views of 35 scientists who belong to the Korean-American Scientists and Engineers Association (KSEA) regards to the nature of science were explored. Findings show that while the scientists have more informed views with respect to the tentativeness of scientific knowledge, cultural and social influence embedded in science, the limitation of science, and the collaboration of science with others, the scientists have more na${\ddot{i}}$ve views about the distinction between laws and theories, the existence of a universal scientific method, and the importance of imagination and creativity. As such, it can be assumed that the scientists cannot conceptualize their notion in a philosophical sense even though they are engaged in scientific work in reality (Bayir et al., 2014).

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.453-463
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• 2008

This study investigated the students' perceptions of environmental scientists and their work and the factors influencing the students' images of them by using the Draw-An-Environmental-Scientist-Test (DAEST). The DAEST was administered to 413 students in 10th and 11th grades selected from three high schools in Seoul. The results revealed that the students' images of environmental scientists were different from the stereotypical images of scientists. In the students' drawings, it was difficult to distinguish the gender and age of environmental scientists. Most students also perceived environmental scientists collecting data on environmental pollution by using experimental equipments and a laptop computer in the field. The students answered that the factors affecting their images of environmental scientists were mass media, school education, internet, and so on. According to the students' grade and gender, there were differences in the perceptions of environmental scientists and their work, and there were factors that influenced their images. Educational implications of these findings are discussed.

• Journal of The Korean Association For Science Education
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• v.32 no.1
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• pp.64-81
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• 2012

The purpose of this study was to analyse middle school students' images and perceptions about scientist, technician and engineer and to compare the images of male students with those of female students. Fralick et al.(2009)'s "Draw a scientist at work and draw an engineer at work" was modified and administered to 110 middle school 3rd grade students (43 male students, 67 female students) from 5 middle schools. They drew the figures at work and took explanation of what the person was doing in a drawing. The results of this study were as follows; First, the representative image of scientist was the man with glasses and lab gown performing the chemical experiment. There were no significant differences between the male students and female students in terms of the scientist images. Second, the representative image of technician was the man who was fixing a car and working with his hands. The technicians were illustrated as working with tools such as wrench, hammer and so on. There were no significant differences between the male students and female students in terms of the technician images. Third, the students involved in this study frequently perceived male engineers as working indoors. But perceptions about performance of engineers were significantly different between male students and female students. A majority of male students recognized that engineers should design, invent and create the products, however many female students perceived the engineers as car mechanics. Fourth, the students perceived differently the scientists' task compared with the technicians', but they had difficulty in distinguishing the scientists' task from the engineers' task.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• Journal of Science and Technology Studies
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• v.7 no.2
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• pp.91-124
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• 2007

이 논문은 우리나라의 물리학, 화학, 생물학 분야의 과학자들을 대상으로 한 설문조사를 바탕으로 머튼이 과학자사회의 규범구조로 정식화한 네 가지 규범들-보편성, 공유성, 탈이해관계, 조직화된 회의-과 국가주의 가치관이 실제 과학자사회에서 어느정도 작동하고 있는지를 분석하였다. 전반적으로 응답자들은 한국 과학자사회에서 출신대학과 해외학위라는 귀속적 지위의 영향으로 보편성 규범이 제대로 작동하지 않는 것으로 평가했고, 여성의 경우 성의 영향도 큰 것으로 평가하고 있었다. 공유성과 탈이해관계 규범의 경우 한편으로 공유성과 탈이해관계라는 전통적인 규범이 그리고 다른 한편으로는 비밀주의와 연구주제 선정에 있어서 산업적 응용성과 국가적 필요를 강조하는 국가주의적 가치가 공존하고 있었다. 조직화된 회의 규범의 경우 특히 과학적 증거 이외의 다른 권위들에 대해 회의적인 태도를 견지해야 한다는 규범이 제대로 작동되지 않는다는 평가가 대다수였다. 과학자사회의 규범과 가치에 대한 평가는 각 과학자들의 연구환경에 따라 상이한 모습을 보여주는데 특히 젊은 세대의 과학자들이 보편성과 조직화된 회의 규범의 위반을 더 강도 있게 지적하는 반면 연구 주제의 선정에 있어서 탈이해관계 규범은 부정하는 경향을 보여주고 있다.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1403-1417
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• 2013

In this study, we investigated scientists' perception of imagination and explored characteristics of scientific imagination. For this, we found out conceptions and characteristics based on literatures which related to imagination. We recruited eight distinguished Korean scientists who have rich research experiences by using Snowball sampling for in-depth interviews (60-90 minutes). All interviews were audio-recorded and transcribed. From the analysis of interview data, we identified their perceptions of imagination and the nature of scientific imagination which scientists reflect on during their research work. Semi-structured interview protocol was focused on: 1) how scientists perceive 'imagination' and 2) how scientists perceive the role of imagination in their scientific research. As results, we found out that scientists agreed that imagination plays an important role in scientific research process and they perceived imagination as an intrinsic part of human life. The study also indicated that participants have modern viewpoint about imagination. Moreover, we uncovered three characteristics of imagination in the research process. 1) Curiosity and interest have been a driving force for scientists' imagination. 2) When scientists use the imagination, they can be more creative during their research. 3) Imagination contemplated realistic possibilities based on the scientific knowledge, and produced the new ones. Educational implications for utilization of scientific imagination were also suggested.

• Journal of The Korean Association For Science Education
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• v.23 no.3
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• pp.254-264
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• 2003

Researches on laboratory work show that students often achieve little meaningful learning through laboratory work. One reason for this failure is that students often do not know the different types of laboratory work and the 'purposes' of them. Therefore, this study investigated middle school student' ideas about the purposes of laboratory work. To seventh grade students(n=147) of middle school in Seoul, Korea, we asked (Question 1) "Why do scientists do laboratory work?" and (Question 2) "Why do you do laboratory work in science classes?" It was required a short essay including the reasons and examples of them. From the results, it was found that 56.8% of the students had ideas that scientists do laboratory work for discovering new facts or inventing something, and 82.9% of the students responded that they do laboratory work for understanding and memorizing the contents of science textbook. In addition, the differences according to gender and to school achievement level, and the relationship between the ideas about scientists' laboratory work and about school science laboratory work were examined. The results showed that boys responded 'social usefulness' more frequently than girl, while girls mentioned 'personal pleasure' more frequently than boys in relation to the purposes of scientists' laboratory work(p<.05). According to the achievement level, it was founded that 'middle' level students replied 'to remember' more frequently than high and low levels in relation to school science laboratory work. Finally, students who had ideas that scientists do laboratory work for verifying a theory had the similar ideas about school science laboratory work. In conclusion, students are lack of diverse and proper views about laboratory work. It is recommended that teacher need to make clear the purpose of laboratory work and help students to understand of it.