Third grade African American students' views of the nature of science

Leon Walls

110 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Evolution and Science Education Science Education and Perceptions

Abstract

Abstract This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third‐grade African American students from two Midwest urban settings. A multiple instrument approach using an open‐ended questionnaire, semi‐structured interviews, a modified version of the traditional Draw‐A‐Scientist Test ( DAST ), and a simple photo eliciting activity, was employed. The study sought to capture not only the students' views of science and scientists, but also their views of themselves as users and producers of science. The findings suggest that the young African American children in this study hold very distinct and often unique views of what science is and how it operates. Included are traditional stereotypical views of scientists consistent with previous research. Additionally, participants expressed excitement and self‐efficacy in describing their own relationship with science, in and outside of their formal classrooms. Implications for teaching and learning NOS as it relates to young children and children of color are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 1–37, 2012

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References

2005Three Approaches to Qualitative Content Analysis 1984Content Analysis: An Introduction to its Methodology.2017The Content Analysis Guidebook 1995Stereotype threat and the intellectual test performance of African Americans.1995National Science Education Standards 2013Handbook of Research on Science Education 1986Black students' school success: Coping with the ?burden of ?acting white??1992Students' and teachers' conceptions of the nature of science: A review of the research

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