探討啟聰學校學生持有之科學家意象
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Date
2021-06-??
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國立台灣師範大學特殊教育學系
National Taiwan Normal University Department of Special Education
National Taiwan Normal University Department of Special Education
Abstract
學生持有之科學家意象可能會影響他們對科學的態度，以及選讀科學相關科系與職業的意願。已有許多研究討論不同族群、性別與年齡的學生持有之科學家意象，但較少研究討論聽障學生持有之科學家意象。本研究認為可能是因為聽障學生的聽力受損，且溝通能力與閱讀能力受限，故使用問卷或晤談皆不易瞭解他們持有之科學家意象。Chambers 於 1983 年發展出「畫科學家測驗」，受試者僅需在圖畫紙上繪製出人像即可進行評估，故本研究使用畫科學家測驗以瞭解啟聰學校學生持有之科學家意象。本研究參考先前研究發展出「現代科學家檢核表」，並將 68 位啟聰學校高中生的繪圖資料進行檢核與分析。研究結果顯示啟聰學校高中生持有之科學家特徵最多為整潔乾淨、男科學家、中年以上與有好奇心，女科學家特徵與較多正面印象有正相關，男科學家特徵與較多刻板印象有正相關；啟聰學校高中生持有之科學家類型以刻板印象為最多，並發現學生畫出無關科學家的比例偏高；此外也發現女學生持有較正面的科學家意象，男學生持有較負面的科學家意象，不同年級學生持有之科學家意象無顯著差異。經由深度晤談發現啟聰學校高中生對科學較不感興趣，也認為自己較不適合學習科學。最後本研究建議教師在教導使用手語之啟聰學校高中生時，可以多提供關鍵字線索，以及教導學生自我監控之技巧；並能於教學中多融入女科學家故事、科學有益於社會之議題以及探究與實作活動，讓學生產生科學認同感，進而提升學生參與科學的可能性。
Purpose: Students' images of scientists may affect their attitudes toward science and their willingness to choose science-related fields for majors or careers. Although many studies have investigated the images of scientists held by students of different ethnicgroups, genders, and ages, few studies have discussed the images of scientists held by students with hearing impairment. Due to hearing loss, students with hearing impairment have poorer communication and reading abilities. Understanding such students' images of science and scientists through questionnaires or oral interviews alone is not easy. The purpose of this research was to understand the images of scientists held be students with hearing impairment. Methods: Chambers developed the Draw-a-Scientist Test (DAST) in 1983, where students draw an image of a scientist on drawing paper for evaluation. We used the DAST to understand the images of scientists held by students with hearing impairment. Findings: We developed the Modern DAST Checklist based on previous research and analyzed the data from drawings by 68 senior high school students from a local hearing-impaired school. The results revealed that the attributes perceived of scientists held by the students with hearing impairment included neatness or cleanliness, male sex, middle-age or older, and curiosity. Female scientist sex was positively correlated with more positive impressions, and male scientist sex was positively correlated with stereotypes of scientists. The students tended to have stereotypical images of scientists, and a high percentage of students drew pictures of unrelated scientists. In addition, we discovered that female students held more positive images of scientists, and male students held more negative images of scientists. We observedno significant differences in the images of scientists held by students in different grades. Through in-depth interviews, we learned that the students were uninterested in science and believed that they were not suitable for learning science. Conclusions/ Implications: Our findings reveal the images of scientists held by students with hearing impairment and the gender-related differences in such images. Overall, we suggest that, when teaching students who use sign language for learning, teachers provide keyword clues and teach students self-monitoring. Teachers can also tell more stories about female scientists than they typically share, discuss scientific issues that are beneficial to society, and implement more practical activities in classrooms to increase students' sense of scientific identity and enhance the possibility of students participating in science. This study proposed follow-up research directions and practical applications as well as provided suggestions for future related activities.
Purpose: Students' images of scientists may affect their attitudes toward science and their willingness to choose science-related fields for majors or careers. Although many studies have investigated the images of scientists held by students of different ethnicgroups, genders, and ages, few studies have discussed the images of scientists held by students with hearing impairment. Due to hearing loss, students with hearing impairment have poorer communication and reading abilities. Understanding such students' images of science and scientists through questionnaires or oral interviews alone is not easy. The purpose of this research was to understand the images of scientists held be students with hearing impairment. Methods: Chambers developed the Draw-a-Scientist Test (DAST) in 1983, where students draw an image of a scientist on drawing paper for evaluation. We used the DAST to understand the images of scientists held by students with hearing impairment. Findings: We developed the Modern DAST Checklist based on previous research and analyzed the data from drawings by 68 senior high school students from a local hearing-impaired school. The results revealed that the attributes perceived of scientists held by the students with hearing impairment included neatness or cleanliness, male sex, middle-age or older, and curiosity. Female scientist sex was positively correlated with more positive impressions, and male scientist sex was positively correlated with stereotypes of scientists. The students tended to have stereotypical images of scientists, and a high percentage of students drew pictures of unrelated scientists. In addition, we discovered that female students held more positive images of scientists, and male students held more negative images of scientists. We observedno significant differences in the images of scientists held by students in different grades. Through in-depth interviews, we learned that the students were uninterested in science and believed that they were not suitable for learning science. Conclusions/ Implications: Our findings reveal the images of scientists held by students with hearing impairment and the gender-related differences in such images. Overall, we suggest that, when teaching students who use sign language for learning, teachers provide keyword clues and teach students self-monitoring. Teachers can also tell more stories about female scientists than they typically share, discuss scientific issues that are beneficial to society, and implement more practical activities in classrooms to increase students' sense of scientific identity and enhance the possibility of students participating in science. This study proposed follow-up research directions and practical applications as well as provided suggestions for future related activities.