Abstract:

In this paper, a research in the context of teachers’ training in Science Teaching focused on “gender in science” is presented. The teacher training course has been designed, developed and applied by the ATLAS (A Teaching and Learning Approach for Science) Research Group and combines history of science, digital narratives, creative learning and educational material design by non-experts. Focusing on women scientists’ under-representation in history of science, in science studies and in science careers, 52 in- service kindergarten teachers in Thessaloniki, in February 2016, following team working, produce 11 original slowmation movies (slow animation - 2 images per second) inspired by women’s scientists work and life, which are uploaded to the “atlas movies” YouTube educational channel (https://www.youtube.com/playlist?list=PLEaxiMFxtX81Kc-9mqWjTvF-FjBNPq0Vh). The teachers present their slowmation movies and they discuss within a festival. The research aims to study the nature of science during they describe and comment on how they have designed and developed the digital narratives about the “hidden figures” in science as well as the reaction of the audience. In specific, it studies the aspects of the nature of science which are triggered during the festival “Create and learn: Gender and science-digital narratives for women scientists”, within two collaborative learning environments: a) the festival, with the presence of the 52 kindergarten teachers-creators and post graduate students in Primary Education and b) the discussion that follows about the digital narratives and their use in science teaching in Kindergarten, during the semi-constructed group interview. The festival was recorded and selected recorded data is been analyzed using the GNOSIS research model focusing on three dimensions of teaching and learning science (cognitive, metacognitive and emotional) and seven aspects of nature of science (nature of science content – G1, nature of science context – G2, the synthetic nature of science as a product – G3, nature of the evolution and methodologies of science – G4, nature of the interrelations of science and society – G5, nature of attitudes expressed through science – G6, nature of values fostered by science – G7). In this paper, the first results of data analysis are presented.

The microanalysis of speech and action (step of analysis: 3sec.) tries to establish the active aspects of the nature of science and the frequency of their appearance. The analysis brings forward a double re-contextualization: one in the historical, social, philosophical and cultural context around the work of women scientists and another one in the festival environment. The teachers highlight evidence linking the conditions of life, work and contribution of women scientists. Stereotypes and practices that have either prevented or made it very difficult for women to follow a career in science are revealed. It seems that the traditional perspective about science, as “hard” knowledge, makes difficult the transition to a modern perspective of learning and teaching science, which refers to the content of science. The teachers present their movies and discuss about them in enthusiasm. They emphasize on team working. Despite any cautions, they strongly support that digital narratives are interesting and useful educational material, because they create a friendly and accessible environment for all.

Keywords:

In-service teacher training, gender and science, digital narratives, science teaching in Kindergarten.