Abstract
The aim of the research is to determine the perceptions of preservice science teachers, participated course named History and Nature of Science taught with explicit-reflective approach, towards scientists. It is also to reveal the expectations of participants from the scientists in the context of social contribution. For this aim the study is planned in a phenomenological design. Participants of the study consisted of 32 science teachers who were studying in the 3rd grade. In the research process, video demonstrations, lecturing by questioning and answering methods, article review studies, activities related to the nature of science and sharing reflections about the activities were done. In this way, participants were provided with the necessary prerequisite knowledge within the scope of the study. Drawing, “A New Society” activity questions and structured interview form were used as data collection tools. Content analysis technique was used in the analysis of the data obtained in the study. As a result of the analysis of the data, preservice teachers' perceptions about scientists were found to be compatible with the literature in the categories of physical and personal characteristics, study areas, working environments and social contribution of scientists. However, differently the literature, scientists' perceptions regarding their gender are perceived equally rates for women and men.
Highlights
The better we know science, the better we can use it to achieve our goals determined in a systematic completeness
For a scientist working in basic sciences, science is expressed as organizing data according to the most general and fundamental laws or qualified and stable findings (Palya, 2000)
Chemical reactions, physical phenomena, microscopes, telescopes, science centers, even textbooks and similar images all reflect an aspect of science, but none of them can present a complete picture in relation to science
Summary
The better we know science, the better we can use it to achieve our goals determined in a systematic completeness. There are many researches conducted to determine how the concept of scientist is perceived (e.g. Akçay, 2011; Ağgül Yalçın, 2012; Bilir, Eyceyurt Türk & Tüzün, 2020; Buldu, 2006; Camcı Erdoğan; 2018; Chambers, 1983; Çermik, 2013; Eyceyurt Türk & Tüzün, 2017; Fung, 2002; Huber & Burton, 1995; Kaya, Doğan & Öcal, 2008; Korkmaz & Kavak, 2010; Küçük & Bağ; 2011; Mead & Metraux, 1957; Nuhoğlu & Afacan, 2011; Özgelen, 2012; Özsoy & Ahi, 2014; Palmer, 1997; She, 1998; Song & Kim, 1999; Şenel & Aslan, 2014; Ünver, 2010; Yontar Toğrol, 2013) When these studies were examined, it was seen that before the process of determining the perceptions of students at different levels or preservice teachers, no activity or training related to the explicit-reflective approach was mentioned. The problem statement determined within the scope of the research is as follows: What are the perceptions of preservice science teachers towards scientists?
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