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The effects of the children’s university activities to children’s views and attitudes towards scientists and scienc
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Published:
Jul 17, 2016
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2016-07-17
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Abstract
Abstract
Children's universities introduce science to children at early ages, and these universities are established and spreading across the world in order to popularize science and take children into these scientific activities. In this study it was aimed to determine the effects of the children's university activities to children's views and attitudes towards scientist and science. The project lasted two weeks and included 27 activities including science, mathematics, arts, and sports. The participants were 50 students from 6th grade. The data were collected through a 21 item-scale developed by Pell and Jarvis (2001), and by "The images of the scientist" scale developed by Song and Kim (1999). The results revealed that students' attitudes to science changed statistically. Also, the images of students to scientist changed positively at the end of the activities. The findings show that the children's university activities have reached its objectives. It is believed that children's universities should be expanded and supported, which may give chance children to meet science and university at early ages.
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Keywords: children’s university; science school; science education; image of scientist; gifted education.
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EÅž, H. (2016). The effects of the children’s university activities to children’s views and attitudes towards scientists and scienc. International Journal of Learning and Teaching, 8(2), 100–108. https://doi.org/10.18844/ijlt.v8i2.508
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References
References
Arıkan, R. (2004). Araştırma teknikleri ve rapor hazırlama. Ankara: Asil Yayın.
Buluş Kırıkkaya E. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin fenne karşı tutumları. Sınıf Öğretmenliği Kongresi, 2-4 Mayıs 2008, Çanakkale.
Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş. Demirel, F. & Kılıç, F. (2014). Bilimsel araştırma yöntemleri (18. Baskı). Ankara: Pegem Yaıynları.
Children’s University, (2014). Erişim: 15 Ocak 2015, http://www.childrensuniversity.co.uk/about-us/.
Cho, H., Kim, J. & Choi, D. H. (2003), Early childhood teachers’ attitudes towards science teaching: a scale validation study. Educational Research Quarterly, 27 (2): 33-42.
Crowther, D.T., Norman, G. L., & Lederman, J.S. (2005). Understanding the true meaning of nature of science. Science and Children, 43(2), 50-52.
Cürebal, F. (2004). Gifted Students Attitudes Towards Science and Classroom Environment Based on Gender and Grade Level. Yayımlanmamış Yüksek Lisans Tezi. ODTÜ Fen Bilimleri Enstitisü, Ankara.
Çakır, N.K., Şenler B., & Taşkın, B.G. (2007). İlköğretim II. Kademe Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumlarının Belirlenmesi. Türk Eğitim Bilimleri Dergisi, 5(4), 637-655.
Demirbaş, M. (2009). Türkiye’deki bilim ve sanat merkezlerinde öğrenim gören üstün yetenekli öğrencilerin bilim adamı imgeleri. Türkiye Üstün Yetenekli Çocuklar II. Ulusal Kogresi, 25-27 Mart, Anadolu Üniversitesi, Eskişehir.
Emmons, K. M. (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research, 3 (3), 327-344.
Erkorkmaz, Z. (2009). İlköğretim I. Kademe Öğrencilerinin Bilim İnsanına İlişkin Görüşlerinin Belirlenmesi. Yüksek Lisans Tezi. Isparta: Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü
Eş, H., & Öztürk Geren, N. (2014). Öğrenci ve velilerin çocuk üniversitesi algısı [Students and parents’ perception of children’s university]. Uluslararası Türk Eğitim Bilimleri Dergisi (International Journal of Turkish Education Sciences), 3, 94-105.
Eucu.net, (2010). White Book, European Children's Universities Network. Vienna: Vienna University Children’s Office.
Eucu.net, (2013). European Children's Universities Network. EriÅŸim: 15 Ocak 2015 http://eucu.net/charter.
Gibson, H.L. & Chase, C. (2002). Longitudinal Impact of an İnquiry-Based Science Program on Middle School Students’ Attitudes Toward Science. Science Education, 86, 693-705.
Greenfield, T.A. (1998). Gender- and Grade-Level Differences in Science Interestand Participation. Science Education, 81, 259-276.
Gürkan, T. & Gökçe, E. (2000). İlköğretim Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumları. IV. Fen Bilimleri Eğitimi Kongresi Bildiri Kitabı, Ankara: Hacettepe Üniversitesi, 6-8 Eylül: 188-192.
Jelinek, D.J. (1998). Student Perceptions of the Nature of Science and Attitudes Towards Science Education in an Experiential Science Program. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA (ED418875).
Kara, B., & Akarsu, B. (2013). Ortaokul Öğrencilerinin Bilim İnsanına Yönelik Tutum ve İmajının Belirlenmesi. Journal of European Education, 3(1).
Karataş, A. & Aslan, G. (2012). İlköğretim Öğrencilerine Çevre Bilincinin Kazandırılmasında Çevre Eğitiminin Rolü: Ekoloji Temelli Yaz Kampı Projesi Örneği. Zeitschrift für die Welt der Türken. Journal of World of Turks, 4(2).
Kırıkkaya, E. B., Bozkurt, E., İşeri, Ş., Vurkaya, G., & Bali, G. (2011). Tübitak supported science summer school for primary school students: happinence of learning by exploring and enjoying. Procedia-Social and Behavioral Sciences, 15, 2219-2227.
Kibar Kavak (2008). Öğrencilerin Bilime ve Bilim İnsanına Yönelik Tutumlarını ve İmajlarını Etkileyen Faktörler. Yüksek Lisans Tezi. Konya: Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
Kiınderburo, (2014). Erişim: 15 Ocak 2015, http://kinder.univie.ac.at/en/wissenschaft.html.
Knox, K.L., Moynihan, J.A. & Markowitz, D.G. (2003). Evaluation of Shortterm Impact of a High School Summer Science Program on Students’ Perceived Knowledge and Skills. Journal of Science Education and Technology, 12, 471–478.
Korkmaz, H. ve Kibar Kavak, G.(2010). İlköğretim Öğrencilerinin Bilime ve Bilim İnsanına Yönelik İmajları. İlköğretim Online, 9(3), 1055-1079.
MacBeath, J. & Waterhouse, J. (2008). Evaluation of the Children’s University: First Report. Cambridge: University of Cambridge.
Markowitz, D.G. (2004). Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students’ Interest And Perceived Abilities in Science. Journal of Science Education and Technology, 13(3), 395–407.
Mittelstaedt, R., Sanker, L., & Vanderveer, B. (1999). Impact of a Week-Long Experiential Education Program On Environmental Attitude and Awareness. Journal of Experiential Education, 22(3), 138–148.
Noel-Storr, J. (2004). The role of immersive informal science programs. EriÅŸim: 14 Ocak 2015 http://arxiv.org/ftp/physics/papers/0403/0403144.pdf.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes Towards Science: A Review of the Literature and its Implications. International Journal of Science Education, 25(9), 1049-1079.
Overton, D. T., (2010). Formation of a Children’s University: Formative issues and initial concerns. Procedia Social and Behavioral Sciences, 2, 3876-3882.
Öcal, E. (2007). İlköğretim 6, 7, 8. Sınıf Öğrencilerinin Bilim İnsanı Hakkındaki İmaj ve Görüşlerinin Belirlenmesi. Yüksek Lisans Tezi. Gazi Üniversitesi: Eğitim Bilimleri Enstitüsü, Ankara.
Özsevgeç, T. (2007). İlköğretim Beşinci Sınıf Kuvvet ve Hareket Ünitesine Yönelik 5E Modeline Göre Geliştirilen Rehber Materyallerin Etkililiklerinin Belirlenmesi. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
Özsoy, S., & AHi, B. (2014). Elementary School Students’ Perceptions of the Future Environment through Artwork. Educational Sciences: Theory & Practice, 14(4), 1570-1582.
Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23 (8), 847–862.
Prokop, P., Tuncer, G., & Kuasnicak, R. (2007). Short-term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: A Slovak Experince Journal of Science Education and Technology, 6 (3), 247-255.
Song, J. & Kim, K. (1999). How Korean students see scientists: the ımage of the scientist. International Journal of Science Education, 21 (9), 957–977.
Stocklmayer, S. & Gilbert, J., (2003). Informal Chemical Education in International Handbook of Science Education. Part one. By Kluwer Academic Publishers:Netherlands.
Şen Gümüş, B. (2009). Bilimsel Öykülerle Fen ve Teknoloji Eğitiminin Öğrencilerin Fen Tutumlarına ve Bilim İnsanı İmajlarına Etkisi. Yüksek Lisans Tezi. Hacettepe Üniversitesi: Sosyal Bilimler Enstitüsü, Ankara.
Tekbıyık, A., Şeyihoğlu, A., Sezen Vekli, G. & Birinci Konur K. (2013). Aktif öğrenmeye dayalı bir yaz bilim kampının öğrenciler üzerindeki etkilerinin incelenmesi. International Journal of Social Science, 6(1), 1383-1406.
Tezcan, S., & Gülperçin, N. (2008). İzmir’de bilim fuarı ve eğitim bilim şenliği katılımcılarının böceklere bakışı. Türkiye Entomoloji Dergisi, 32(2), 103-113.
Türkmen, H. (2010). İnformal (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59.
Weinburgh, M.H. (1995). Gender Differences in Student Attitudes Toward Science: A Meta-Analysis of the Literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
Wilson, J. D, Cordry, S. & Unline, C. (2004), Science fairs: promoting positive attitudes towards science from students participation. Student Journal, 38 (1).
Arıkan, R. (2004). Araştırma teknikleri ve rapor hazırlama. Ankara: Asil Yayın.
Buluş Kırıkkaya E. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin fenne karşı tutumları. Sınıf Öğretmenliği Kongresi, 2-4 Mayıs 2008, Çanakkale.
Büyüköztürk, Ş., Akgün, Ö. E., Karadeniz, Ş. Demirel, F. & Kılıç, F. (2014). Bilimsel araştırma yöntemleri (18. Baskı). Ankara: Pegem Yaıynları.
Children’s University, (2014). Erişim: 15 Ocak 2015, http://www.childrensuniversity.co.uk/about-us/.
Cho, H., Kim, J. & Choi, D. H. (2003), Early childhood teachers’ attitudes towards science teaching: a scale validation study. Educational Research Quarterly, 27 (2): 33-42.
Crowther, D.T., Norman, G. L., & Lederman, J.S. (2005). Understanding the true meaning of nature of science. Science and Children, 43(2), 50-52.
Cürebal, F. (2004). Gifted Students Attitudes Towards Science and Classroom Environment Based on Gender and Grade Level. Yayımlanmamış Yüksek Lisans Tezi. ODTÜ Fen Bilimleri Enstitisü, Ankara.
Çakır, N.K., Şenler B., & Taşkın, B.G. (2007). İlköğretim II. Kademe Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumlarının Belirlenmesi. Türk Eğitim Bilimleri Dergisi, 5(4), 637-655.
Demirbaş, M. (2009). Türkiye’deki bilim ve sanat merkezlerinde öğrenim gören üstün yetenekli öğrencilerin bilim adamı imgeleri. Türkiye Üstün Yetenekli Çocuklar II. Ulusal Kogresi, 25-27 Mart, Anadolu Üniversitesi, Eskişehir.
Emmons, K. M. (1997). Perceptions of the environment while exploring the outdoors: A case study in Belize. Environmental Education Research, 3 (3), 327-344.
Erkorkmaz, Z. (2009). İlköğretim I. Kademe Öğrencilerinin Bilim İnsanına İlişkin Görüşlerinin Belirlenmesi. Yüksek Lisans Tezi. Isparta: Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü
Eş, H., & Öztürk Geren, N. (2014). Öğrenci ve velilerin çocuk üniversitesi algısı [Students and parents’ perception of children’s university]. Uluslararası Türk Eğitim Bilimleri Dergisi (International Journal of Turkish Education Sciences), 3, 94-105.
Eucu.net, (2010). White Book, European Children's Universities Network. Vienna: Vienna University Children’s Office.
Eucu.net, (2013). European Children's Universities Network. EriÅŸim: 15 Ocak 2015 http://eucu.net/charter.
Gibson, H.L. & Chase, C. (2002). Longitudinal Impact of an İnquiry-Based Science Program on Middle School Students’ Attitudes Toward Science. Science Education, 86, 693-705.
Greenfield, T.A. (1998). Gender- and Grade-Level Differences in Science Interestand Participation. Science Education, 81, 259-276.
Gürkan, T. & Gökçe, E. (2000). İlköğretim Öğrencilerinin Fen Bilgisi Dersine Yönelik Tutumları. IV. Fen Bilimleri Eğitimi Kongresi Bildiri Kitabı, Ankara: Hacettepe Üniversitesi, 6-8 Eylül: 188-192.
Jelinek, D.J. (1998). Student Perceptions of the Nature of Science and Attitudes Towards Science Education in an Experiential Science Program. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA (ED418875).
Kara, B., & Akarsu, B. (2013). Ortaokul Öğrencilerinin Bilim İnsanına Yönelik Tutum ve İmajının Belirlenmesi. Journal of European Education, 3(1).
Karataş, A. & Aslan, G. (2012). İlköğretim Öğrencilerine Çevre Bilincinin Kazandırılmasında Çevre Eğitiminin Rolü: Ekoloji Temelli Yaz Kampı Projesi Örneği. Zeitschrift für die Welt der Türken. Journal of World of Turks, 4(2).
Kırıkkaya, E. B., Bozkurt, E., İşeri, Ş., Vurkaya, G., & Bali, G. (2011). Tübitak supported science summer school for primary school students: happinence of learning by exploring and enjoying. Procedia-Social and Behavioral Sciences, 15, 2219-2227.
Kibar Kavak (2008). Öğrencilerin Bilime ve Bilim İnsanına Yönelik Tutumlarını ve İmajlarını Etkileyen Faktörler. Yüksek Lisans Tezi. Konya: Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
Kiınderburo, (2014). Erişim: 15 Ocak 2015, http://kinder.univie.ac.at/en/wissenschaft.html.
Knox, K.L., Moynihan, J.A. & Markowitz, D.G. (2003). Evaluation of Shortterm Impact of a High School Summer Science Program on Students’ Perceived Knowledge and Skills. Journal of Science Education and Technology, 12, 471–478.
Korkmaz, H. ve Kibar Kavak, G.(2010). İlköğretim Öğrencilerinin Bilime ve Bilim İnsanına Yönelik İmajları. İlköğretim Online, 9(3), 1055-1079.
MacBeath, J. & Waterhouse, J. (2008). Evaluation of the Children’s University: First Report. Cambridge: University of Cambridge.
Markowitz, D.G. (2004). Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students’ Interest And Perceived Abilities in Science. Journal of Science Education and Technology, 13(3), 395–407.
Mittelstaedt, R., Sanker, L., & Vanderveer, B. (1999). Impact of a Week-Long Experiential Education Program On Environmental Attitude and Awareness. Journal of Experiential Education, 22(3), 138–148.
Noel-Storr, J. (2004). The role of immersive informal science programs. EriÅŸim: 14 Ocak 2015 http://arxiv.org/ftp/physics/papers/0403/0403144.pdf.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes Towards Science: A Review of the Literature and its Implications. International Journal of Science Education, 25(9), 1049-1079.
Overton, D. T., (2010). Formation of a Children’s University: Formative issues and initial concerns. Procedia Social and Behavioral Sciences, 2, 3876-3882.
Öcal, E. (2007). İlköğretim 6, 7, 8. Sınıf Öğrencilerinin Bilim İnsanı Hakkındaki İmaj ve Görüşlerinin Belirlenmesi. Yüksek Lisans Tezi. Gazi Üniversitesi: Eğitim Bilimleri Enstitüsü, Ankara.
Özsevgeç, T. (2007). İlköğretim Beşinci Sınıf Kuvvet ve Hareket Ünitesine Yönelik 5E Modeline Göre Geliştirilen Rehber Materyallerin Etkililiklerinin Belirlenmesi. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
Özsoy, S., & AHi, B. (2014). Elementary School Students’ Perceptions of the Future Environment through Artwork. Educational Sciences: Theory & Practice, 14(4), 1570-1582.
Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23 (8), 847–862.
Prokop, P., Tuncer, G., & Kuasnicak, R. (2007). Short-term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: A Slovak Experince Journal of Science Education and Technology, 6 (3), 247-255.
Song, J. & Kim, K. (1999). How Korean students see scientists: the ımage of the scientist. International Journal of Science Education, 21 (9), 957–977.
Stocklmayer, S. & Gilbert, J., (2003). Informal Chemical Education in International Handbook of Science Education. Part one. By Kluwer Academic Publishers:Netherlands.
Şen Gümüş, B. (2009). Bilimsel Öykülerle Fen ve Teknoloji Eğitiminin Öğrencilerin Fen Tutumlarına ve Bilim İnsanı İmajlarına Etkisi. Yüksek Lisans Tezi. Hacettepe Üniversitesi: Sosyal Bilimler Enstitüsü, Ankara.
Tekbıyık, A., Şeyihoğlu, A., Sezen Vekli, G. & Birinci Konur K. (2013). Aktif öğrenmeye dayalı bir yaz bilim kampının öğrenciler üzerindeki etkilerinin incelenmesi. International Journal of Social Science, 6(1), 1383-1406.
Tezcan, S., & Gülperçin, N. (2008). İzmir’de bilim fuarı ve eğitim bilim şenliği katılımcılarının böceklere bakışı. Türkiye Entomoloji Dergisi, 32(2), 103-113.
Türkmen, H. (2010). İnformal (sınıf-dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59.
Weinburgh, M.H. (1995). Gender Differences in Student Attitudes Toward Science: A Meta-Analysis of the Literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
Wilson, J. D, Cordry, S. & Unline, C. (2004), Science fairs: promoting positive attitudes towards science from students participation. Student Journal, 38 (1).