Author :
Abstract
The purpose of this study was to understand science perceptions of the research assistants as early career academics. For this aim the questionnaire composing three main parts was conducted to 347 research assistants from a state university in Turkey. The findings of the study revealed that the research assistants generally have strong interest to their academic fields. Another important finding was that research assistants have a pragmatic approach toward the idea of science. Results also pointed out that majority of the research assistants consider themselves as an intellectual on science. The results of this study are expected to enhance scientific culture at universities by revealing the current science perception among research assistants.
Keywords
Abstract
The purpose of this study was to understand science perceptions of the research assistants as early career academics. For this aim the questionnaire composing three main parts was conducted to 347 research assistants from a state university in Turkey. The findings of the study revealed that the research assistants generally have strong interest to their academic fields. Another important finding was that research assistants have a pragmatic approach toward the idea of science. Results also pointed out that majority of the research assistants consider themselves as an intellectual on science. The results of this study are expected to enhance scientific culture at universities by revealing the current science perception among research assistants.
Keywords
- Adams, K. A. (2002). What colleges and universities want in new faculty. Association of American Colleges and Universities, Washington, DC.
- Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. Journal of Higher Education, 73(1), 94–122.
- Babbie, E. (1990). Survey research methods. Wadsworth Publishing Company.
- Bazeley, P. (2003). Defining ‘early career’ in research. Higher Education, 45, 257–279.
- Bieber, J. P. & Worley, L. K. (2006). Conceptualizing the academic life: Graduate students’ perspectives. Journal of Higher Education, 77(6), 1009–1035.
- DeBoer, G. E. (2000) Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601.
- Durant, J. R. (1993). What is scientific literacy? In J. R. Durant & J. Gregory (Eds.), Science and Culture in Europe (pp. 129–137). London: Science Museum.
- Foote, K. E. (2010). Creating a community of support for graduate students and early career academics. Journal of Geography in Higher Education, 34(1), 7–19.
- Fox, M. F. (2001). Women, science and academia: Graduate education and careers. Gender & Society, 15(5), 654 – 666.
- Fraenkel, J. R. & Wallen, N. E. (2005). How to design and evaluate research in education. McGraw-Hill International Edition.
- Laugksch, R. C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71–94.
- Miller, J. (1983). Scientific literacy: a conceptual and empirical review. Daedalus, 112(2), 29–48.
- Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi. (İkinci Baskı). Eskişehir: Kaan Kitabevi.
- Saracaloğlu, S., Varol, S. R., & Ercan, İ. E. (2005). Lisansüstü eğitim öğrencilerinin bilimsel araştırma kaygıları, araştırma ve istatistiğe yönelik tutumları ile araştırma yeterlikleri arasındaki ilişki. Buca Eğitim Fakültesi Dergisi, 17, 187 – 199.
- Sayan, Y., & Aksu, H. (2005). Akademik personel olmadan lisansüstü eğitim yapan bireylerin karşılaştıkları sorunlar üzerine nitel çalışma: Dokuz Eylül Üniversitesi – Balıkesir Üniversitesi. Buca Eğitim Fakültesi Dergisi, 17, 59 – 66.
- Schaal, B. (2008). The role of communications and scientific thinking. In G. Schweitzer (Ed.), Science and technology and the future development of societies: International workshop proceedings (pp. 3–4), The National Academies Press, Washington, D.C.
- Scott, P. (1997) The changing role of the university in the production of new knowledge. Tertiary Education and Management, 3(1), 5–14.
- Shamos, M. H. (1995). The Myth of Scientific Literacy. New Brunswick, NJ: Rutgers University Press.
- Solem, M. N. & Foote, K. E. (2004) Concerns, attitudes, and abilities of early-career geography faculty. Annals of the Association of American Geographers, 94(4), 889–912.
- Vaccarezza, L. S. (2007). The public perception of science and technology in a periphery society: A critical analysis from a quantitative perspective. Science, Technology & Society, 12(1), 141–163.