Οι Αντιλήψεις των Μαθητών Πρωτοβάθμιας Εκπαίδευσης για την Επιστήμη και τους Επιστήμονες

PDF
Δημοσιευμένα: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9809
Λέξεις-κλειδιά:
επιστήμη επιστημονική διερεύνηση επιστήμονες πρωτοβάθμια εκπαίδευση φύση της επιστήμης
Κωνσταντίνος Τσουμάνης
Πανεπιστήμιο Ιωαννίνων
https://orcid.org/0000-0002-5220-7519
Γεώργιος Στύλος
Πανεπιστήμιο Ιωαννίνων
Κωνσταντίνος Κώτσης
Πανεπιστήμιο Ιωαννίνων
https://orcid.org/0000-0003-1548-0134
Περίληψη

Η παρούσα εργασία αποτελεί μια πιλοτική έρευνα, που αξιολογεί τις απόψεις των μαθητών για την επιστήμη, τους επιστήμονες καθώς και τις αντιλήψεις τους για πτυχές της Φύσης της Επιστήμης και της Επιστημονική Διερεύνησης. Η μελέτη βασίζεται σε ένα δείγμα 80 μαθητών Πρωτοβάθμιας Εκπαίδευσης. Τα συνολικά ευρήματα αποκαλύπτουν ότι οι απόψεις των μαθητών τόσο για την επιστήμη και τους επιστήμονες όσο και για την πλειοψηφία των πτυχών της Φύσης της Επιστήμης και της Επιστημονικής Διερεύνησης θεωρούνται ανεπαρκείς. Τα ευρήματα αντικατοπτρίζουν χαμηλό επίπεδο επιστημονικού γραμματισμού, των μαθητών, ως αποτέλεσμα ανεπαρκών αντιλήψεων για την επιστήμη και τους επιστήμονες.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Προφορικές Ανακοινώσεις
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Στύλος, Γ. Κ. (2014), Στάσεις και πρακτικές των εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης σχετικά με τη διδασκαλία των φυσικών επιστημών (Αδημοσίευτη Διδακτορική Διατριβή). Ιωάννινα: Πανεπιστήμιο Ιωαννίνων. https://doi.org/10.12681/eadd/36692
Abd-El-Khalick, F. (2006). Over and over again: college students’ views of nature of science. Στο L. B. Flick & N. G. Lederman (Επιμ.), Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher Education, σσ, 389-425. Dordrecht, Kluwer Academic Publishers.
Abd‐El‐Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science education, 82(4), 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
Abd-El-Khalick, F., H. Masters, and V. L. Akerson. (2015). Using History of Science to Teach Nature of Science to Elementary Students. Science and Education 24, 1103–1140. https://doi.org/10.1007/s11191-015-9783-5
Akerson, V., Nargund-Joshi, V., Weiland, I., Pongsanon, K., & Avsar, B. (2014). What third-grade students of differing ability levels learn about nature of science after a year of instruction. International Journal of Science Education, 36(2), 244-276. https://doi.org/10.1080/09500693.2012.761365
Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518-542. https://doi.org/10.1002/sce.20432
American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. New York: Oxford University Press.
Armagan, F. Ö. (2015). Cognitive Structures of Elementary School Students: What Is Science?. European Journal of Physics Education, 6(2), 54-73.
Bartels, S., & Lederman, J. (2022). What do elementary students know about science, scientists and how they do their work? International Journal of Science Education, 44(4), 627-646. https://doi.org/10.1080/09500693.2022.2050487
Besley, J. C. (2015). Predictors of perceptions of scientists: Comparing 2001 and 2012. Bulletin of Science, Technology & Society, 35(1-2), 3-15. https://doi.org/10.1177/0270467615604267
Chionas, G., & Emvalotis, A. (2022, September). Greek Upper Primary Grade Students’ Images About Science and Scientists: An Alternative Descriptive Piece of the Puzzle. Στο Frontiers in Education, 7, 933288. https://doi.org/10.3389/feduc.2022.933288
Christidou, V., Bonoti, F., & Kontopoulou, A. (2016). American and Greek children’s visual images of scientists: enduring or fading stereotypes?. Science & Education, 25, 497-522. https://doi.org/10.1007/s11191-016-9832-8
Dagher, Z. R., & Erduran, S. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer Netherlands. https://doi.org/10.1007/s11191-015-9800-8
Emvalotis, A., & Koutsianou, A. (2017). Greek primary school students’ images of scientists and their work: has anything changed? Research in Science & Technological Education, 36(1), 69–85. https://doi.org/10.1080/02635143.2017.1366899
Ferreira, C., & Valente, B. (2024). Stereotypes and Views of Science among Elementary Students: Gender and Grade Differences. International Journal of Education in Mathematics, Science and Technology, 12(1), 68-84.
Gai, L., Li, Y., Zheng, C., Wei, B., Jiang, Z., & Lederman, J. S. (2022). The progression of students’ views about nature of scientific inquiry. International Journal of Science Education, 44(17), 2508-2540. https://doi.org/10.1080/09500693.2022.2138623
Gaigher, E., Hattingh, A., Lederman, J., & Lederman, N. (2022). Understandings about scientific inquiry in a South African school prioritizing STEM. African Journal of Research in Mathematics, Science and Technology Education, 26(1), 13-23. https://doi.org/10.1080/18117295.2022.2056373
Gyllenpalm, J., Rundgren, C. J., Lederman, J., & Lederman, N. (2022). Views about scientific inquiry: A study of students’ understanding of scientific inquiry in grade 7 and 12 in Sweden. Scandinavian Journal of Educational Research, 66(2), 336-354. https://doi.org/10.1080/00313831.2020.1869080
Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & education, 20, 591-607. https://doi.org/10.1007/s11191-010-9293-4
Irzik, G., & Nola, R. (2013). New directions for nature of science research. Στο International handbook of research in history, philosophy and science teaching, σσ. 999-1021. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-007-7654-8_30
Kampourakis, K. (2016). The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667-682. https://doi.org/10.1002/tea.21305
Khishfe, R. (2023). Improving students’ conceptions of nature of science: A review of the literature. Science & Education, 32(6), 1887-1931. https://doi.org/10.1007/s11191-022-00390-8
Koumara, A., & Plakitsi, K. (2020). The Degree That Nature of Scientific Knowledge Aspects Are Included in the Science Classes of Greek High Schools. World Journal of Education, 10(5), 1-17. https://doi.org/10.5430/wje.v10n5p1
Lamminpää, J., Vesterinen, V. M., & Puutio, K. (2023). Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education, 41(1), 39-60. https://doi.org/10.1080/02635143.2020.1839405
Laubach, T. A., Crofford, G. D., & Marek, E. A. (2012). Exploring Native American students’ perceptions of scientists. International Journal of Science Education, 34(11), 1769-1794. https://doi.org/10.1080/09500693.2012.689434
Lederman, J. S. (2009). Development of a valid and reliable oral protocol for the assessment of early childhood students’ conceptions of nature of science and scientific inquiry. A paper presented at the annual meeting of the European Science Education Research Association, Istanbul, Turkey.
Lederman, N. G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry: Implications for curriculum and classroom practice. Science & Education, 28, 249-267. https://doi.org/10.1007/s11191-019-00030-8
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz R.S (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/10.1002/tea.10034
Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizen-ry. Science & Education, 23, 285-302. https://doi.org/10.1007/s11191-012-9503-3
Lederman, J. S., & Bartels, S. B. S. (2018). Assessing the ultimate goal of science education: Scientific literacy for all!. Στο Towards inclusion of all learners through science teacher education, σσ. 277-285. Brill. https://doi.org/10.1163/9789004368422_030
Lederman, J. S., Bartels, S., Jimenez, J., Lederman, N. G., Acosta, K., Adbo, K., ... & Zhu, Q. (2023). Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry. International Journal of Science Education, 46(7), 715-731. https://doi.org/10.1080/09500693.2023.2256458
Lederman, N. G., & Lederman, J. S. (2019). Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?. Disciplinary and Interdisciplinary Science Education Research, 1, 1-9. https://doi.org/10.1186/s43031-019-0002-0
Lederman, J. S., Lederman, N. G., Bartels, S., Jimenez, J., Acosta, K., Akubo, M., ... & Wishart, J. (2021). International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?. International Journal of Science Education, 43(7), 991-1016. https://doi.org/10.1080/09500693.2021.1894500
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of research in science teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
McComas, W. F. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics, 96(1), 10-16. https://doi.org/10.1111/j.1949-8594.1996.tb10205.x
Morrell, P. D., Visnovska, J., & Miller, J. (2024). Australian Primary School Students’ Understandings about the Nature of Scientific Inquiry. Research in Science Education, 1-15. https://doi.org/10.1007/s11165-024-10195-0
National Academy of Sciences (NAS). (2002). Guiding principles for scientific inquiry. Στο: R. J. Shavelson & L. Towne (Επιμ.), Scientific research in education. National Academy Press.
National Research Council (NRC). (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
Niaz, M. (2009). Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies. Science & Education, 18, 43-65. https://doi.org/10.1007/s11191-007-9082-x
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community. Journal of research in science teaching, 40(7), 692-720. https://doi.org/10.1002/tea.10105
Penn, M., Ramnarain, U., Kazeni, M., Dhurumraj, T., Mavuru, L., & Ramaila, S. (2023). South African primary school learners' understandings about the nature of scientific inquiry. Στο Inquiry-Based Science in the Primary Classroom, σσ. 5-16. Routledge.
Roberts, D. A. (2007). Scientific literacy/science literacy. Στο Handbook of research on science education, σσ. 729-780. Routledge.
Schizas, D., Psillos, D., & Stamou, G. (2016). Nature of science or nature of the sciences?. Science Education, 100(4), 706-733. https://doi.org/10.1002/sce.21216
Schwartz, R. S., Lederman, N., & Lederman, J., (2008). An instrument to assess scientific inquiry: The VOSI questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching (NARST). Baltimore, MD.
Stylos, G., Christonasis, A., & Kotsis, K. T. (2023). Pre-service primary teachers’ views about scientific inquiry. International Journal of Studies in Education and Science (IJSES), 4(2), 100-112. https://doi.org/10.46328/ijres.66
Thomson, M. M., Zakaria, Z., & Radut-Taciu, R. (2019). Perceptions of scientists and stereotypes through the eyes of young school children. Education Research International, 6324704. https://doi.org/10.1155/2019/6324704
Tsoumanis, K. G., Stylos, G., & Kotsis, K. T. (2024). An Investigation of Primary School Students’ Scientific Literacy. European Journal of Education Studies, 11(2). http://dx.doi.org/10.46827/ejes.v11i2.5195
Tsoumanis, K., Stylos, G., & Kotsis, K. (2023). A comparative study between Greek pre-service teachers and primary school students’ scientific literacy levels. Science Education International, 34(2), 121-131. https://doi.org/10.33828/sei.v34.i2.6
Wong, S. L., & Hodson, D. (2009). From the horse's mouth: What scientists say about scientific investigation and scientific knowledge. Science education, 93(1), 109-130. https://doi.org/10.1002/sce.20290
Yoon, S. Y., Suh, J. K., & Park, S. (2014). Korean students' perceptions of scientific practices and understanding of nature of science. International Journal of Science Education, 36(16), 2666-2693. https://doi.org/10.1080/09500693.2014.928834