Primary children’s conceptions of science and the scientist: Is the impact of a national curriculum breaking down the stereotype?

International Journal of Science Education

Volumn 20, Issue 9, 1998, Pages 1137-1149

  Newton, Lynn D ^a   Newton, Douglas P ^b  

^a DURHAM UNIVERSITY   (United Kingdom)

^b NEWCASTLE UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344821461     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/0950069980200909     Document Type: Article

References (20)

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3. Cavalcante, P. S., Newton, D. P. and Newton, L. D. (1997) The effect of various kinds of lesson on conceptual understanding. Research in Science and Technological Education. 15 (2), 185-193.
4. Chambers, D. W. (1983) Stereotypic images of the scientist: the Draw-a-Scientist Test. Science Education, 67, 255-265.
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6. Department of Education and Science (1989) Science in the National Curriculum (London: HMSO).
7. Department for Education (1993) Science: Key Stages 1&3 (London: HMSO).
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12. Newton, D. P. (1989) Making Science Education Relevant (London: Kogan Page).
13. Newton, D. P. and Newton, L. D. (1987) Art for Learning Sake. Nursery World, 15 January, 8-10.
14. Newton, D. P. and Newton, L. D. (1992) Young children’s perceptions of science and the scientist. International Journal of Science Education, 14, 331-348.
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17. Schibeci, R. A. and Sorenson, I. (1983) Elementary school children’s perceptions of scientists. School Science and Mathematics, 83, 14-20.
18. Symington, D. and Spurling, H. (1990) The ‘Draw-a-Scientist Test’: interpreting the data. Research in Science and Technological Education, 8, 75-77.
19. Tuckey, C. (1992) Who is a Scientist? Children’s drawings reveal all. Education 3-13, 20, 30-32.
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