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Background

Background. 1. Motivation for my study. 2. “ The Reluctance of young people in many of the economically developed countries to enter S&T fields has more to do with the perceived values and images of S&T than with a lack of respect for S&T or lack of knowledge” (Rose, 2007).

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Background

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  1. Background 1

  2. Motivation for my study 2 “ The Reluctance of young people in many of the economically developed countries to enter S&T fields has more to do with the perceived values and images of S&T than with a lack of respect for S&T or lack of knowledge” (Rose, 2007). What is the image? How can we shape it? Physical, social, moral

  3. Background 3 Common to all: Stereotypical (physical & social) image of the scientist – The western image: Einstein is the ultimate scientist The scientist is: • A man • Who works in the laboratory • Very intelligent • Using ordinary tools • Don’t have a social life Religious/conservative groups: Authorative image

  4. Value judgments of science 4 :To check the attitudes of talented of highschool pupils about theethical & social consequencesof the scientist’s research Target

  5. group discussions & questionnaires SpecialTools 5 based on literature and movies, such as: Walter Reed Microbe Hunters:A scientist who endangers others’ lives in order to determine the cause of the yellow fever epidemic (Paul De Kruif, 1926). Frankenstein: A scientist who behaved like a god by creating a living creature, and later disregards him )shelly, 1818)

  6. Results 6 Ambivalent opinions of students toward science, BUT mainly positive Those who justify the scientist’s acts claim: • "In order to save humanity we must harm the individual” • "the benefit of society delays the benefit of the individual". Those who negate the scientist’s acts claim: • “It is not ethical nor is it moral; it is forbidden to conduct experimentson humans” • “He didn't accept the fact that death is part of life“ • “instead of taking care of the creature, he neglects him“ (frankenstein)

  7. Implications 7 Ways to Increase student’s identification with being a scientist • Learning aboutspecific scientists and science in order to increase motivation to “do science” and “be a scientist” • Exposing students toscience-related works (literature & movies) which show different images of science and scientists • Including group discussions to deal with ethnical problems – especially among talented pupils

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