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Shaping the Image of Scientists: Influencing Young Minds

Explore the impact of societal perceptions on youth's reluctance to pursue science fields. Investigate student attitudes toward ethical and social implications of scientific research through group discussions and questionnaires. Identify ways to enhance identification with the scientist role.

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Shaping the Image of Scientists: Influencing Young Minds

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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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