International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2018, Vol. 14(4) 111-125

High School Students' Images of Physicists

Ümmü Gülsüm Durukan & Günay Paliç Şadoğlu

pp. 111 - 125   |  DOI: https://doi.org/10.29329/ijpe.2018.154.9

Publish Date: September 11, 2018  |   Single/Total View: 204/1.009   |   Single/Total Download: 275/1.996

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Abstract

The aim of this study is to reveal the high school students' images of physicists. Participants of this study consisted of 85 students in a high school in a province center on the East Black Sea Region of Turkey. The data were obtained by adapting the 'Draw A Scientist Test' developed by Chambers (1983) and updated by Song & Kim (1999) to 'Draw A Physicist Test'. The obtained data were analyzed by content analysis. In this study, it was determined that most of the high school students described a scientist as male, 40-49 years old, wearing sports/daily clothes, wearing glasses, looking happy, working individually, and teaching in class. It was seen that students often drew or described scientists by thinking of their own physics teachers. For this reason, it is suggested that more activities with the topic of physicist should be included in the curricula, textbooks, and course contents in order to create a more accurate perception of physicist in high school students.

Keywords: High school students, physicist, image

How to Cite this Article?

APA 7th edition
Durukan, U.G., & Sadoglu, G.P. (2018). High School Students' Images of Physicists. International Journal of Progressive Education, 14(4), 111-125. https://doi.org/10.29329/ijpe.2018.154.9

Harvard
Durukan, U. and Sadoglu, G. (2018). High School Students' Images of Physicists. International Journal of Progressive Education, 14(4), pp. 111-125.

Chicago 16th edition
Durukan, Ummu Gulsum and Gunay Palic Sadoglu (2018). "High School Students' Images of Physicists". International Journal of Progressive Education 14 (4):111-125. https://doi.org/10.29329/ijpe.2018.154.9

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