Does the Method of Schooling Impact Students' Perceptions of Scientists?: Understanding the Complexities that Contribute to Home School Students' Perceptions of Scientists

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Author(s): Donna Farland-Smith (The Ohio State University, USA)
Copyright: 2016
Pages: 13
Source title: Handbook of Research on Applied Learning Theory and Design in Modern Education
Source Author(s)/Editor(s): Elena A. Railean (European University of Moldova, Moldova), Gabriela Walker (University of South Dakota, USA), Atilla Elçi (Hasan Kalyoncu University, Turkey)and Liz Jackson (University of Hong Kong, Hong Kong)
DOI: 10.4018/978-1-4666-9634-1.ch022

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

In the last 60 years, many researchers have thoroughly examined public school students' perceptions of scientists (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). It has long been established and commonly accepted that many students, for example, perceive scientists in a negative light, as living lonely and isolated lives, being detached from reality and constrained by their work (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). Throughout this sixty years there has been an increase in learning about scientists outside these traditional settings public school classroom. Over 1.7 million students (3.4% of the population) in the United States are homeschooled. An investigation of home-schooled students' and their perceptions of scientists have never been investigated. This chapter compares home-school students in grades two through 10 with public school students in the same grades to determine if any differences exist between the groups relative to their perceptions of scientists.

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Does the Method of Schooling Impact Students' Perceptions of Scientists?: Understanding the Complexities that Contribute to Home School Students' Perceptions of Scientists

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