“They just sit there and think” – An Analysis of Learners’ Conceptions of Educational Scientists
Main Article Content
Abstract
The present study addresses a critical and underexplored area in learning research: how learners conceptualize scientists beyond the natural sciences. While previous studies have extensively examined learners' perceptions of natural scientists, little is known about their understanding of social and educational scientists – fields often overlooked as scientific domains and not associated with competence. Given the potential influence of such conceptions on learners’ academic engagement, study choices, and career aspirations, the present interview study provides an in-depth exploration of learners’ conceptions of the work and personal characteristics of educational scientists. The results of a qualitative content analysis show that the predominant image of the educational scientist among learners refers to a pedagogical practitioner who needs interpersonal skills to help children and families in educational and social service institutions. An additional typological content analysis reveals that learners who associate educational scientists with scientific activities and tasks tend to have uncertain, diffuse, and inaccurate ideas about the actual nature of this scientific work, putting into question whether this work can really be called research and imagining that educational scientists just sit together and think. Our findings also suggest that such misconceptions are rooted in learners’ school experiences. These findings point to a significant gap in the understanding of educational scientists and its potential consequences for engagement with the social sciences. This study emphasizes the need for targeted interventions to foster accurate conceptions about educational scientists, which ultimately could enhance learners’ appreciation of the social sciences and support more informed academic and career choices.
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