Changes in Elementary Student Perceptions of Science, Scientists, and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

Autor/inn/en	Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; San Miguel, Sandra
Titel	Changes in Elementary Student Perceptions of Science, Scientists, and Science Careers after Participating in a Curricular Module on Health and Veterinary Science
Quelle	In: School Science and Mathematics, 115 (2015) 6, S.271-280 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12129
Schlagwörter	Animals; Scientists; Health; Scientific Concepts; Elementary School Students; Science Careers; Occupational Aspiration; Relevance (Education); Urban Schools; Veterinary Medicine; Pretests Posttests; Student Attitudes; Student Surveys; Attitude Change; Curriculum + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Scientist; Wissenschaftler; Gesundheit; Berufsneigung; Berufsziel; Relevance; Relevanz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Tiermedizin; Schülerverhalten; Schülerbefragung; Attitudinal change; Einstellungsänderung; Curricula; Lehrplan; Rahmenplan
Abstract	This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students' aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of science. The curriculum was developed by a research-based university program and has been put into practice in two early elementary classrooms in an urban school in the Midwest. An attitudinal rating survey and the Draw-A-Scientist Test were used to assess pre to post changes in student attitudes toward science, perceptions of scientists, perceived relevance of science, and aspiration for science careers. Findings indicated that the implementation of this curriculum contributed positively to student attitudes toward science, decreased students' stereotypical images of scientists, and increased student aspirations to become a scientist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01