STEM IN MOVIES: FEMALE PRESERVICE TEACHERS&#039; PERSPECTIVES ON MOVIE &quot;HIDDEN FIGURES&quot;

Bekir Yıldırım; Erdinç Öcal; Emine Şahin-Topalcengiz

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STEM IN MOVIES: FEMALE PRESERVICE TEACHERS' PERSPECTIVES ON MOVIE "HIDDEN FIGURES"

Title	STEM IN MOVIES: FEMALE PRESERVICE TEACHERS' PERSPECTIVES ON MOVIE "HIDDEN FIGURES"
Publication Type	Journal Article
Year of Publication	2021
Authors	Yıldırım, B, Öcal, E, Şahin-Topalcengiz, E
Journal	Journal of Baltic Science Education
Volume	20
Issue	5
Start Page	740-758
Pagination	Continuous
Date Published	October/2021
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	gender perception in science, hidden figures, preservice teachers, STEM education, women in movie
Abstract	Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students’ interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students’ interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie “Hidden Figures” and determine preservice female teachers’ views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using “the Movie Hidden Figures” and a “Semi-Structured Interview” forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of “gender perception in science” as well as “design process” and “advances in technology.” Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement.
URL	http://oaji.net/articles/2021/987-1633974420.pdf
DOI	10.33225/jbse/21.20.740
Refereed Designation	Refereed
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