Presentation of women scientists in social studies teaching: An action study from a gender perspective

The aim of this study is to reveal how a series of teaching practices in which female scientists are made visible at the 5th grade level affect students' perspectives on scientists from a gender perspective and thus contribute to a social studies teaching that is sensitive to gender equality. The research was conducted in accordance with the "action research/action research" design within the qualitative research approach. The study group of the research consists of 67 students studying at the 5th grade level in a puclic school in Terme district of Samsun province in the 2021-2022 academic year. The researcher was present in the research field with the role of a teacher during the research process and conducted the research. The data of the research consisted of researcher notes, participant observation, focus group interview and student products obtained as a result of the 6 week implementation. The data obtained during the research process were subjected to content analysis and descriptive analysis. At the end of the research, it was concluded that in the learning-teaching processes in which female scientists are included at least as much as male scientists in social studies teaching, students' perception of scientists is shaped in an egalitarian structure that includes women and men, and students value and appreciate the works and achievements of female scientists who have done pioneering work in their fields. In addition, in this study, students' statements indicating that they take scientists-especially female scientists- as role models were found. It was concluded that scientists-especially female scientists-mobilise values such as love, diligence, patience, patriotism and sensitivity to cultural heritage in students. These findings revealed that the adequate presentation of women scientists, who were neglected and rarely included in the teaching process, with appropriate methods, techniques and activities enabled students to recognise and value the existence of women in the field of science, their contributions to science and their achievements, and that students' imagination in the context of science was shaped in an egalitarian structure to include scientists of both genders, male and female, thus revealing the importance of a teaching process sensitive to gender equality. It was suggested that textbooks and other teaching materials should include women scientists at least as much as men with an egalitarian approach.