DAST or VoSAL? Adaptation of the VoSAL to Turkish and a comparison between the instruments

References

• Alkış Küçükaydın, M. (2018). An action research on the scientist image of 4th grade students. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 1–22.
   Google Scholar
• Ateş, Ö, Ateş, A. M., & Aladağ, Y. (2021). Perceptions of students and teachers participating in a science festival regarding science and scientists. Research in Science & Technological Education, 39(1), 109–130. https://doi.org/10.1080/02635143.2020.1740666
   Web of Science ®Google Scholar
• Avraamidou, L. (2013). Superheroes and supervillains: Reconstructing the mad-scientist stereotype in school science. Research in Science & Technological Education, 31(1), 90–115. https://doi.org/10.1080/02635143.2012.761605
   Web of Science ®Google Scholar
• Ball, M. S., & Smith, G. W. H. (1992). Analyzing visual data. Sage.
   Google Scholar
• Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
   PubMed Web of Science ®Google Scholar
• Bernard, P., & Dudek, K. (2017). Revisiting students’ perceptions of research scientists –outcomes of an indirect draw-a-scientist test (InDAST). Journal of Baltic Science Education, 16(4), 562–575. https://doi.org/10.33225/jbse/17.16.562
   Web of Science ®Google Scholar
• Bianchini, J. A., Cavazos, L. M., & Helms, J. V. (2000). From professional lives to inclusive practice: Science teachers and scientists’ views of gender and ethnicity in science education. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 511–547.
   Google Scholar
• Bozzato, P., Fabris, M. F., & Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education, 43(16), 2640–2662. https://doi.org/10.1080/09500693.2021.1982062
   Web of Science ®Google Scholar
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen, & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). SAGE.
   Google Scholar
• Büyüköztürk, B., Çokluk, Ö, & Köklü, N. (2011). Statistics for social sciences (7th ed.). Pegem Academy.
   Google Scholar
• Chambers, D. W. (1983). Stereotypic images of the scientist: The draw- a scientist test. Science Education, 67(2), 255–265. https://doi.org/10.1002/sce.3730670213
   Google Scholar
• Chang, H. Y., Lin, T. J., Lee, M. H., Lee, S. W. Y., Lin, T. C., Tan, A. L., & Tsai, C. C. (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56(1), 77–110. https://doi.org/10.1080/03057267.2020.1735822
   Web of Science ®Google Scholar
• Christidou, V., Bonoti, F., & Hatzinikita, V. (2021). Drawing a scientist: Using the emo-DAST to explore emotional aspects of children’s images of scientists. Research in Science & Technological Education, Ahead-of-Print, 1–22. https://doi.org/10.1080/02635143.2021.1998770
   Google Scholar
• Christidou, V., Bonoti, F., & Kontopoulou, A. (2016). American and Greek children’s visual images of scientists. Science & Education, 25(5), 497–522. https://doi.org/10.1007/s11191-016-9832-8
   Web of Science ®Google Scholar
• Christidou, V., Hatzinikita, V., & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21(5), 626–647. https://doi.org/10.1177/0963662510383101
   PubMed Web of Science ®Google Scholar
• DeWitt, J., Archer, L., & Osborne, J. (2014). Science-related aspirations across the primary–secondary divide: Evidence from two surveys in England. International Journal of Science Education, 36(10), 1609–1629. https://doi.org/10.1080/09500693.2013.871659
   Web of Science ®Google Scholar
• Dikmenli, M., Çardak, O., & Yener, D. (2012). Science student teachers’ metaphors for scientists. Energy Education Science and Technology Part B: Social and Educational Studies, 4(1), 51–66.
   Google Scholar
• Edgerly, H. S., Kruse, J. W., & Wilcox, J. L. (2021). Quantitatively investigating in-service elementary teachers’ nature of science views. Research in Science Education, 52, 1467–148. http://doi.org/10.1007/s11165-021-09993-7
   Google Scholar
• Emvalotis, A., & Koutsianou, A. (2018). Greek primary school students’ images of scientists and their work: Has anything changed? Research in Science & Technological Education, 36(1), 69–85. https://doi.org/10.1080/02635143.2017.1366899
   Web of Science ®Google Scholar
• Esen, S., Türkyılmaz, S., & Alkış Küçükaydın, M. (2022). Examining the effect of scientist biographies prepared by digital storytelling on primary school students’ image of the scientist. Pamukkale University Journal of Education, 55, 155–179. https://doi.org/10.9779/pauefd.1003461
   Google Scholar
• Farland-Smith, D. (2009). How does culture shape students’ perceptions of scientists? Cross-national comparative study of American and Chinese elementary students. Journal of Elementary Science Education, 21(4), 23–42. https://doi.org/10.1007/BF03182355
   Google Scholar
• Farland-Smith, D. (2012). Development and field test of the modified draw-a-scientist test and the draw-a-scientist rubric. School Science and Mathematics, 112(2), 109–116. https://doi.org/10.1111/j.1949-8594.2011.00124.x
   Google Scholar
• Ferguson, S. L., & Lezotte, S. M. (2020). Exploring the state of science stereotypes: Systematic review and meta-analysis of the draw-a-scientist checklist. School Science and Mathematics, 120(1), 55–65. https://doi.org/10.1111/ssm.12382
   Web of Science ®Google Scholar
• Finson, K. D., Beaver, J. V., & Cramond, V. L. (1995). Development and field test of a checklist for the draw-a-scientist test. School Science and Mathematics, 95(4), 195–205. https://doi.org/10.1111/j.1949-8594.1995.tb15762.x
   Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
   Web of Science ®Google Scholar
• Gefen, D., Straub, D., & Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 7–11. https://doi.org/10.17705/1CAIS.00407
   Google Scholar
• Gheith, E., & Aljaberi, N. M. (2019). The image of scientists among pre-service classroom and child education teachers in Jordan. International Journal of Instruction, 12(4), 561–578. https://doi.org/10.29333/iji.2019.12436a
   Google Scholar
• Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice Hall.
   Google Scholar
• Holland, J. L. (1963). Explorations of a theory of vocational choice and achievement. Psychological Reports, 12(2), 547–594. https://doi.org/10.2466/pr0.1963.12.2.547
   Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Kelloway, E. K. (2015). Using Mplus for structural equation modeling (2nd ed). SAGE
   Google Scholar
• Krippendorff, K. (1995). On the reliability of unitizing continuous data. Sociological Methodology, 25, 47–76. https://doi.org/10.2307/271061
   Web of Science ®Google Scholar
• Lamminpää, J., Vesterinen, V. M., & Puutio, K. (2020). Draw-a-science-comic: Exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education, 41(1), 39–60. https://doi.org/10.1080/02635143.2020.1839405
   Google Scholar
• Laubach, T. A., Crofford, G. D., & Marek, E. A. (2012). Exploring native American students’ perceptions of scientists. International Journal of Science Education, 34(11), 1769–1794. https://doi.org/10.1080/09500693.2012.689434
   Web of Science ®Google Scholar
• Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2008). Assessing preservice elementary teachers’ views on the nature of scientific knowledge: A dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1–20.
   Google Scholar
• Losh, S. C., Wilke, R., & Pop, M. (2008). Some methodological issues with “draw a scientist tests” among young children. International Journal of Science Education, 30(6), 773–792. https://doi.org/10.1080/09500690701250452
   Web of Science ®Google Scholar
• McCann, F. F., & Marek, E. A. (2016). Achieving diversity in STEM: The role of drawing-based instruments. Creative Education, 07(15), 2293–2304. https://doi.org/10.4236/ce.2016.715223
   Google Scholar
• McCarthy, D. (2015). Teacher candidates’ perceptions of scientists: Images and attributes. Educational Review, 67(4), 389–413. https://doi.org/10.1080/00131911.2014.974510
   Web of Science ®Google Scholar
• McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
   PubMed Web of Science ®Google Scholar
• Mead, M., & Metraux, R. (1957). The image of the scientist among high school students: A pilot study. Science, 126(3270), 384–390. https://doi.org/10.1126/science.126.3270.384
   PubMed Web of Science ®Google Scholar
• Medina-Jerez, W., Middleton, K. V., & Orihuela-Rabaza, W. (2011). Using the DAST-C to explore columbian and bolivian students’ images of scientists. International Journal of Science and Mathematics Education, 9(3), 657–690. https://doi.org/10.1007/s10763-010-9218-3
   Web of Science ®Google Scholar
• Meyer, C., Guenther, L., & Joubert, M. (2019). The draw-a-scientist test in an African context: Comparing students’ (stereotypical) images of scientists across university faculties. Research in Science & Technological Education, 37(1), 1–14. https://doi.org/10.1080/02635143.2018.1447455
   Web of Science ®Google Scholar
• Milford, T. M., & Tippett, C. D. (2013). Preservice teachers’ images of scientists: Do prior science experiences make a difference? Journal of Science Teacher Education, 24(4), 745–762. https://doi.org/10.1007/s10972-012-9304-1
   Google Scholar
• Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender-science stereotypes: A meta-analysis of 5 decades of US draw-a-scientist studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
   PubMed Web of Science ®Google Scholar
• Narayan, R., Park, S., Peker, D., & Suh, J. (2013). Students’ images of scientists and doing science: An international comparison study. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 115–129. https://doi.org/10.12973/eurasia.2013.923a
   Web of Science ®Google Scholar
• Rapp, D. N., & Kurby, C. A. (2008). The ‘ins’ and ‘outs’ of learning: Internal representations and external visualizations. In J. Gilbert, M. Reiner, & M. B. Nakhleh (Eds.), Visualization: Theory and practice in science education (pp. 29–52). Springer.
   Google Scholar
• Reinisch, B., & Krell, M. (2023). Assessing pre-service teachers’ views of scientists, their activities and locations: The VoSAL instrument. Research in Science Education, 53, 139–153. https://doi.org/10.1007/s11165-022-10046-w
   Google Scholar
• Reinisch, B., Krell, M., Hergert, S., Gogolin, S., & Krüger, D. (2017). Methodical challenges concerning the draw-A-scientist test: A critical view about the assessment and evaluation of learners’ conceptions of scientists. International Journal of Science Education, 39(14), 1952–1975. https://doi.org/10.1080/09500693.2017.1362712
   Web of Science ®Google Scholar
• Rennie, L. J., & Jarvis, T. (1995). Children's choice of drawings to communicate their ideas about technology. Research in Science Education, 25(3), 239–252. https://doi.org/10.1007/BF02357399
   Google Scholar
• Rosenthal, D. B. (1993). Images of scientists: A comparison of biology and liberal studies majors. School Science and Mathematics, 93(4), 212–216. https://doi.org/10.1111/j.1949-8594.1993.tb12227.x
   Google Scholar
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.
   Google Scholar
• Şencan, H. (2005). Reliability and validity in social and behavioral measurements. Seçkin Publish.
   Google Scholar
• Sharma, R. A., & Honan, E. (2020). Fijian pre-service teachers’ ideas about science and scientists. Journal of Science Teacher Education, 31(3), 335–357. https://doi.org/10.1080/1046560X.2019.1706904
   Web of Science ®Google Scholar
• Sjøberg, S., & Schreiner, C. (2019). ROSE (The Relevance of Science Education). The development, key findings and impacts of an international low cost comparative project. Final Report, Part 1 (of 2). https://www.researchgate.net/publication/335664683_ROSE_The_Relevance_of_Science_Education_The_development_key_findings_and_impacts_of_an_international_low_cost_comparative_project_Final_Report_Part_1_of_2
   Google Scholar
• Subramaniam, K., Esprívalo Harrell, P., & Wojnowski, D. (2013). Analyzing prospective teachers’ images of scientists using positive, negative and stereotypical images of scientists. Research in Science & Technological Education, 31(1), 66–89. https://doi.org/10.1080/02635143.2012.742883
   Web of Science ®Google Scholar
• Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1–7. School Science and Mathematics, 95(2), 83–90. https://doi.org/10.1111/j.1949-8594.1995.tb15733.x
   Google Scholar
• Tan, A. L., Jocz, J. A., & Zhai, J. (2017). Spiderman and science: How students’ perceptions of scientists are shaped by popular media. Public Understanding of Science, 26(5), 520–530. https://doi.org/10.1177/0963662515615086
   PubMed Web of Science ®Google Scholar
• Thomas, M. D., Henley, T. B., & Snell, C. M. (2006). The draw a scientist test: A different population and a somewhat different story. College Student Journal, 40(1), 140–149.
   Google Scholar
• Türkmen, H. (2015). Still persistent global problem of scientists’ image. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1–21.
   Google Scholar
• Walls, L. (2022). A critical race theory analysis of the draw-a-scientist test: Are they really that white? Cultural Studies of Science Education, 17(1), 141–168. https://doi.org/10.1007/s11422-022-10107-6
   Google Scholar
• Wentorf, W., Höffler, T. N., & Parchmann, I. (2015). Schülerkonzepte über das Tätigkeitsspektrum von Naturwissenschaftlerinnen und Naturwissenschaftlern: Vorstellungen, korrespondierende Interessen und Selbstwirksamkeitserwartungen[Student concepts about the range of activities of natural scientists: Ideas, corresponding interests and expectations of self-efficacy]. Zeitschrift für Didaktik der Naturwissenschaften, 21(1), 207–222. https://doi.org/10.1007/s40573-015-0035-7
   Google Scholar