**Mindfulness Based on the Perceptive Consciousness as Pedagogical Link Between Technology and Education**

José Jesús Vargas Delgado

[34] Newman, N. Journalism, Media and Technology Predictions 2016. [Internet]. 2016. Available from: https://reutersinstitute.politics.ox.ac.uk/sites/default/files/Journalism,%20 media%20and%20technology%20predictions%202016.pdf [Accessed: 18 January 2017]

[35] Zaušková, A, Madleňák, A. Communication for Open Innovation: Towards Technology Transfer and Knowledge Diffusion. 1st ed. Łódz: Księży Młyn Dom Wydawniczy Michał

[36] Pavlik, JV. Innovation and the future of journalism. Digital Journalism. 2013;**1**(**2**):181−193.

[37] Nielsen, J. Designing Web Usability: The Practice of Simplicity. Indianapolis: New

[38] Quandt, T, Singer, JB. Convergence and cross‐platform content production. In: Wahl‐ Jorgensen, K, Hanitzsch, T, editors. The Handbook of Journalism Studies. 1st ed. New

[39] McNair, B. The transformation of media and journalism in Central and Eastern Europe after 1989: From control to chaos? In: Jirák, J, Köpplová, B, Kollmanová, DK, editors.

[40] Pravdová, H. Post‐democratic and post‐journalistic tendencies in post‐millennium era. European Journal of Science and Theology. 2014;**10**(**suppl**. **1**):71−80. s1841‐0464

Médiá dvacet let poté. 1st ed. Praha: Portál; 2009. pp. 12−23. 9788073674465.ch2

Koliński; 118 p. 9788377292488

Riders Publishing; 1999. 432 p 9781562058104

York: Routledge; 2009. pp. 130−146. 978‐0805863437.ch10

s2167−0811

22 The Evolution of Media Communication

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/68085

#### **Abstract**

Our research is focused on the effects of an experimental study that examines in depth the discovery of a new methodological paradigm of teaching and esthetic-visual deconstruction, called Mindfulness Composition in Cervantes. Our research line is based, on the one hand, on the esthetic processes of contemporary art by Cervantes of persuasive graphic and visual communication. On the other hand, it is based on Mindfulness as a sophisticated method that allows us to find a way to calm and rescue the potential and maximize the value and effects of communicative and artistic compositions. Innovative analytical method of the communicative process of visual artistic communication establishes, and raises, in our chapter, a connection with sophisticated concepts of Mindfulness applied to visual and graphic composition, efficient, and its application to contemporary art in the theme of Cervantes.

**Keywords:** Mindfulness, perceptive research, meditation

#### **1. Introduction**

The result is an innovative teaching methodology that develops the fundamental conceptual keys to achieve serene, conscious, and profound processes in efficient communication with the receiver. Therefore, the objective of the chapter is positioned in the development of the main inferences and conclusions, qualitative and quantitative, of a transforming method of production of conscious production and its application in contemporary art. In the present study, the main keys of the composition Mindfulness in Cervantes are presented, based on the communicative efficiency and the parameters of creation, that try to connect with the perception of the authentic communicative parameters.

© 2017 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The four essential pillars of the conceptual temple of our investigation are:


**Figure 1.** Effects of meditation. Prefrontal cortex lateral dorsum. Own elaboration.

#### **2. Purpose of study**

Our object of study for the application of our program MBCP is the illustrator Svetlin Vassilev. The illustrator was born on May 14, 1971, in Rouse, Bulgaria. He has illustrated more than 20 books. During his artistic trajectory, he has illustrated a wide variety of picture books, some of the classics and some of the modern authors. In 2004, he was awarded the State Child Honor Award for the illustration of Don Quixote de la Mancha.

The artistic exhibitions of Svetlin, which will focus our research for the application of our program MBCP, are 10 illustrations on the subject of Don Quixote de la Mancha. **Figure 2** shows 10 illustrations chosen for the applied research of our MBCP program.

**Figure 2.** Composition of the 10 pieces analyzed in the application of our MBCP research. Own elaboration.

#### **3. Mindfulness**

The four essential pillars of the conceptual temple of our investigation are:

ing illustrations of the work Don Quixote de Mancha [2].

the effects of meditation. Prefrontal cortex lateral dorsum.

**2. Purpose of study**

24 The Evolution of Media Communication

**1.** Explanation of the research Mindfulness and conscience applied to Cervantes\_MBCP.

**2.** Application of the MBCP program. Part of the MBSR program of Mindfulness-Based Stress Reduction Dr. Jon Kabat-Zinn of the University of Massachusetts Medical Center [1]. **3.** Purpose of application study: Svetlin Vassilev, Bulgarian illustrator who gives some inspir-

**4.** Investigate the application of the MBCP program to the perceptive consciousness, and the comprehensive depth of the art inspired by Cervantes [3]. **Figure 1** shows an illustration of

Our object of study for the application of our program MBCP is the illustrator Svetlin Vassilev. The illustrator was born on May 14, 1971, in Rouse, Bulgaria. He has illustrated more than 20 books. During his artistic trajectory, he has illustrated a wide variety of picture books, some of the classics and some of the modern authors. In 2004, he was awarded the State Child

The artistic exhibitions of Svetlin, which will focus our research for the application of our program MBCP, are 10 illustrations on the subject of Don Quixote de la Mancha. **Figure 2** shows

Honor Award for the illustration of Don Quixote de la Mancha.

**Figure 1.** Effects of meditation. Prefrontal cortex lateral dorsum. Own elaboration.

10 illustrations chosen for the applied research of our MBCP program.

Mindfulness is a quality of the mind or rather the intrinsic capacity of the mind to be present and conscious at a given moment, in an instant in which body and mind are totally tuned in a single lightning of present reality. Full presence and open awareness are combined in one moment in our mind/body/spirit. It is that quality that is unique to any human being but has been the subject of study mainly in the Eastern paradigm. Experience fully focused on the moment. Mindfulness focuses on the formalization of directing our attention to the process, carrying out a technique of energetic awareness. The sacred conscious process between stimuli, whether internal or external, and responses, internal or external. Creating a suggestive time to respond more appropriately. Much more skillfully, much more virtuously, and much more just. And the levels for perceiving and esthetic deepening are much more transcendent. Therein lies the essence of our program given that when our mind is calm in a perceptive process of maximum serenity and self-connection, the perceptive and compositional processes penetrate into a state of full consciousness that allows for a series of measurably high and conscious effects.

The stimulation of this space engenders a greater capacity to establish the most virtuous response. It is the intentional creation of a venerable fragmentation that distances us from automatic responses based on reaction and experiential rationality. Awakening an infinite and conscious firmament between the stimulus and the response allows us to evoke our ability to solve in a much more awake way, avoiding automated responses. Cognitive automotive that is based, fundamentally, on a dichotomous movement, whose base is purely hedonistic. Through the practice of Mindfulness, the ability to remain present with an unalterable equanimity in the face of all experience or stimulation (both pleasant and unpleasant, of internal and external origin) develops, so it stops responding with greed and aversion, remaining immobile, attentive, calm, and serene. It is, therefore, a stage of conscious improvement where we do not let ourselves be dragged by our thoughts and emotions, it simply allows us to be present and attentive in that space of calm, to be able to emit the response in a much more lucid and virtuous way. In this space is positioned the innovative method of Creativity Mindfulness (CMF) that we present.

It is important to point out six key conceptual aspects that define "it is not Mindfulness" to be able to deeply understand its essence [4]:


Through daily meditation, our brain experiences large and measurable changes in 8 weeks of application. **Figure 3** shows a composition of the concept of Mindfulness.

A great deal of scientific research demonstrates the enormous interest of the scientific community in this interesting sphere of knowledge and its infinite spaces of application.

The eight essential Mindfulness attitudes to carry out your application are as follows:


**Figure 3.** Graphic composition of the concept of Mindfulness. Own elaboration.


#### **4. Mindfulness applied**

we do not let ourselves be dragged by our thoughts and emotions, it simply allows us to be present and attentive in that space of calm, to be able to emit the response in a much more lucid and virtuous way. In this space is positioned the innovative method of Creativity

It is important to point out six key conceptual aspects that define "it is not Mindfulness" to be

• It is not a system to escape or be absent. The decisions you have to make are at this time.

Through daily meditation, our brain experiences large and measurable changes in 8 weeks of

A great deal of scientific research demonstrates the enormous interest of the scientific com-

**1.** Do not judge. Not to judge oneself, this is how one learns not to judge others. Do not judge

**2.** Patience. The complete opening to the moment requires patience, to accept that each event

**3.** Beginner's Mind. Experience every moment and experience as if it were the first time.

**4.** Trust. Learning to trust oneself, without burdening with what has previously been lived.

munity in this interesting sphere of knowledge and its infinite spaces of application. The eight essential Mindfulness attitudes to carry out your application are as follows:

Mindfulness (CMF) that we present.

26 The Evolution of Media Communication

• It is not a new "new age" system.

• It is not an alternative medicine.

the experience that is presented.

happens at its own pace.

• It is not just relaxation.

• It is not a religion.

able to deeply understand its essence [4]:

• It is not about putting your mind blank. No one is capable.

**Figure 3.** Graphic composition of the concept of Mindfulness. Own elaboration.

application. **Figure 3** shows a composition of the concept of Mindfulness.

We can locate infinity of spheres where Mindfulness can be applied. Among others, we indicate some of the spheres in which we can find an interesting application:


We will focus on the deepening and pragmatic development of the last sphere of application: Mindfulness Composer. MBCP Program. Mindfulness based on the perceptive consciousness. An unprecedented and absolutely innovative program applied to artistic perception. A program that allows us to verify the quantitative and qualitative effects of the application of our program in the perception before a work of art. **Figure 5** shows a graphical composition of the experiment to 12 subjects in each research group.

**Figure 4.** Graphic composition of Mindfulness applications. Own elaboration.

**Figure 5.** Graphical composition of the experiment to 12 subjects in each research group. Own elaboration.

#### **4.1. Mindfulness composer**

MBCP Program. Mindfulness based on perceptive awareness. Our program has its origin in a previous research, which led to a doctoral thesis that demonstrated the importance of a series of perceptive parameters for the creation of an analytical program design to deepen the essence of graphic and visual creativity. A program to take perceptive awareness of the elements of construction of an artistic message. **Figure 6** shows a cover of the book of the doctoral thesis of Dr José Jesús Vargas Delgado.

Our research starts from the following general hypothesis: When we connect without judgment, attentively to the present moment, with neutral and observant mind with our thoughts, emotions, and sensations (body), our ability to delve into the prescriptive effects of a work of art is much more deep. **Figure 7** shows an image of the starting hypothesis in research.

#### **4.2. MBCP program level I**

The application of our program is based on the creation of two research groups in which to apply our program: Mindfulness Composer. MBCP Program. Mindfulness based on the perceptive consciousness. Application to illustrations by author Svetlin Vassilev. Our research to demonstrate our hypothesis has created an experimental design through the application of two research groups.


Through the application of MBCP program application, with a Taquitoscope that is shown to both group (A and B) the 10 illustrations with a time of 60 s. Technical data of the application of the research application: (1) 60 s per piece and (2) Application of the tachytoscope (60 s per piece)

Group A: Control group (without MBCP application).

Group B: Group application program (MBCP program application).

Quantitative and qualitative questionnaire to analyze:

• Variable attention.

**Figure 6.** Cover of the book of the doctoral thesis of Dr José Jesús Vargas Delgado. Own elaboration. Book Cover: VARGAS, José Jesús, Analysis of Graphic Advertising Communication: Deconstruction of graphic communication efficiency: innovative teaching method in the analysis and construction of advertising messages. Editorial: Vision Books. Madrid. 2012.

• Memory.

**4.1. Mindfulness composer**

28 The Evolution of Media Communication

**4.2. MBCP program level I**

two research groups.

• Variable attention.

doctoral thesis of Dr José Jesús Vargas Delgado.

MBCP Program. Mindfulness based on perceptive awareness. Our program has its origin in a previous research, which led to a doctoral thesis that demonstrated the importance of a series of perceptive parameters for the creation of an analytical program design to deepen the essence of graphic and visual creativity. A program to take perceptive awareness of the elements of construction of an artistic message. **Figure 6** shows a cover of the book of the

**Figure 5.** Graphical composition of the experiment to 12 subjects in each research group. Own elaboration.

Our research starts from the following general hypothesis: When we connect without judgment, attentively to the present moment, with neutral and observant mind with our thoughts, emotions, and sensations (body), our ability to delve into the prescriptive effects of a work of art is much more deep. **Figure 7** shows an image of the starting hypothesis in research.

The application of our program is based on the creation of two research groups in which to apply our program: Mindfulness Composer. MBCP Program. Mindfulness based on the perceptive consciousness. Application to illustrations by author Svetlin Vassilev. Our research to demonstrate our hypothesis has created an experimental design through the application of

• Group A: Control group, formed by 12 people, where the program is not applied but has

• Group B: Program application group (MBCP program application), consisting of 12 people (with sample representation), to whom the experiment is applied. **Figure 8** shows a graphi-

Through the application of MBCP program application, with a Taquitoscope that is shown to both group (A and B) the 10 illustrations with a time of 60 s. Technical data of the application of the research application: (1) 60 s per piece and (2) Application of the tachytoscope (60 s per piece)

important functionality in the experiment to control its application.

Group A: Control group (without MBCP application).

Quantitative and qualitative questionnaire to analyze:

Group B: Group application program (MBCP program application).

cal composition of the experiment to 12 subjects in each research group.

• Depth of perception. **Figure 9** shows a graphic image of experimental Group B.

**Figure 7.** Image of the starting hypothesis in research. Own elaboration.

**Figure 8.** Graphical composition of the experiment to 12 subjects in each research group. Own elaboration.

Application of research to Group A:


Application of research to Group B:


**Figure 9.** Graphic image of experimental group B. Own elaboration.

**Figure 10.** Graphic image of experimental group A. Own elaboration.

• Attentional connection with bodily sensations.

#### **4.3. MBCP program level II**

Application of research to Group A:

30 The Evolution of Media Communication

**2.** The MBCP program is not applied.

**6.** We passed a questionnaire to measure:

• Body sensations that have generated.

Application of research to Group B:

**2.** Apply 15 min of Mindfulness in breathing.

**Figure 9.** Graphic image of experimental group B. Own elaboration.

• Attentional connection with thoughts. • Attentional connection with emotions.

**4.** 1 min per piece.

**5.** 10 s interval.

• Thoughts. • Emotions.

Group A.

**3.** Projection of the 10 pieces of Don Quixote by Svetlin Vassilev.

**1.** Brief explanation of the experiment and what is Mindfulness.

**1.** Brief explanation of the subjects to be known and a brief explanation of the experiment.

**Figure 8.** Graphical composition of the experiment to 12 subjects in each research group. Own elaboration.

• Transmissions of content of the work. **Figure 10** shows a graphic image of experimental


#### **4.4. MBCP program level III**


#### **5. Conclusions**

Once we have applied our research to both groups A and B and have been able to analyze the quantitative and qualitative questionnaires, we can reach the following conclusions:

• Mindfulness application for the enhancement of perceptual deepening.


**Figure 11.** Graphic image of the effects of the application of meditation in research. Own elaboration.

#### **Author details**

José Jesús Vargas Delgado

Address all correspondence to: jjesus.vargas@universidadeuropea.es

Universidad Europea de Madrid, Madrid, Spain

#### **References**


[4] Saki Santorelli F. MBCP program to the perceptive consciousness, and the comprehensive depth of the art inspired by Cervantes. In: International Congress. The reception of Cervantes in the XX and XXI Centuries. Myths and legends; 5–7 October 2016

• By connecting without judgment with our thoughts, emotions, and bodily sensations our

• Qualitative increase with the work through the connection with the emotions. Qualitative

• Quantitative perceptual depth. **Figure 11** shows a graphic image of the effects of the

capacity with the esthetic exterior increases considerably.

perceptual depth.

32 The Evolution of Media Communication

**Author details**

**References**

José Jesús Vargas Delgado

24 December 2016]

application of meditation in research.

• Increase of 25% of the attention, memory, and understanding elements.

• Qualitative increase of the connection with the work through the thoughts.

• Qualitative increase of the connection with the work through the emotions.

**Figure 11.** Graphic image of the effects of the application of meditation in research. Own elaboration.

Address all correspondence to: jjesus.vargas@universidadeuropea.es

[1] Mindfulness-Based Interventions in Context: Past, Present, and Future [Internet]. 2003. Available from: http://onlinelibrary.wiley.com/doi/10.1093/clipsy.bpg016/full [Accessed:

[2] Don Quixote by Svetlin Vassilev [Internet]. 2013. Available from: https://cizgilimasallar. blogspot.com.es/2013/01/svetlin-vassilev-don-quixote.html [Accessed: 24 December 2016]

[3] Vargas Delgado, José Jesús. MBCP program to the perceptive consciousness, and the comprehensive depth of the art inspired by Cervantes. In: International Congress. The reception of Cervantes in the XX and XXI Centuries. Myths and legends; 5–7 October 2016

Universidad Europea de Madrid, Madrid, Spain

[5] Mindfulness: Diverse Perspectives on Its Meaning, Origins and Applications [Internet]. 2013. Available from: https://books.google.es/books?id=8UKPAQAAQBAJ&printsec=fr ontcover&hl=es&source=gbs\_ge\_summary\_r&cad=0#v=onepage&q&f=false [Accessed: 24 December 2016]

## **Mixed Messages for Our Next Generation of Scientists**

Donna Farland-Smith

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.68605

#### **Abstract**

Scientists have been in the media ever since Frankenstein in 1931. Today's youth may not have seen the original movie or read the book, but they have seen cartoon reiterations of the famous classic as the work has inspired numerous films, television programs, video games, characters in books and movies. The concept of the "mad scientist" creating a creature, monster, or weapon that eventually falls out of his control, leading to the scientist's eventual defeat or ruin, is a common theme in science-fiction and comic books. Draw-A-Scientist protocols have been utilized by science education researchers to investigate learners' perceptions of scientists. This chapter discusses historical perspectives of scientists in the media, the methods for analyzing students' perceptions of scientists and how aspects of their illustrations relate students' perceptions of scientists. The discussion presented here is framed in the context in which young children hold a range of perceptions that are based on cultural influences, and sometimes these images are limited, and sometimes they compete within the individual. The position of this author is that each of these three are interconnected with the others, support each other, and must be considered along with students' cultural background and science identity if these illustrations are to fulfill any promise of its utility for research or instructional purposes.

**Keywords:** illustrations, perception, representations, science, scientists

#### **1. Introduction**

Over the last hundred years, "media" has grown to be a broad term to include television, movies, internet and books [1–6]. In this chapter, the term "media" is limited to include both print and graphic forms of communication. As media becomes increasingly accessible, these forms of communication have become increasingly pervasive.

© 2017 The Author(s). Licensee InTech. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The public perception of scientists can be traced back to alchemists in mid evil times [7]. Another wide-spread popular culture influence was Mary Shelley's novel *Frankenstein* in terms of the "mad scientist because the myth dealt with new scientific knowledge and fears of how this knowledge might be used" [7]. This stereotypic image of the scientist gained worldwide status from a number of international studies [8–15]. For example, Chambers [8] collected children's pictures of scientists in the US and Australia and Canada [11]; in Ireland [12, 13]; in the UK [14]; in Korea [9]; in Taiwan [15]; and in Hong Kong [10].

#### **1.1. Scientists in trade books**

In terms of how scientists are represented in print media, Farland [4] concluded that some third graders' perceptions of scientists can be broadened based on their weekly exposure to non-fiction historical-based trade books depicting the work of scientists. Other DAST research [2] has suggested texts can send messages to females that the math or science contributions of their gender are not as worthy as that of their male counterparts. In an extensive review of five widely used seventh grade life science texts, Potter and Rosser [16] reported textbooks were gender biased with regard to pictures, text, language and accomplishments of individuals. Accomplishments of females were either missing, trivialized or criticized. Also noted was a lack of topics of particular interest to women, consistent use of occupational stereotypes, a predominance of pictures with males, and males displayed in active roles while females were presented in passive roles. Gender portrayals in books have been hypothesized to help children develop a sense of their own gender role and gender appropriate behaviors [17].

A recent study [18] examined the visual representations of scientists in NSTA's Outstanding Trade Books Awardees from 2014 to 2016. Results revealed that many of the books, more than half did not include any visual representations of scientists, and those that did significantly reinforced the misconception that scientists are males who are Caucasian. Teachers who rely on the yearly list of recommended trade books from NSTA's to supplement their instruction may unwittingly reinforce or promote the idea that only Caucasian males can be scientists through the selection of these books for their classrooms. Thus, teachers, parents, and library, media specialists should be aware of common stereotypes and misconceptions about scientists appearing in children's literature. Such misconceptions may cause students' to develop a narrow, erroneous view of the appearance of scientists.

Frankenstein includes an example of a stereotypic scientist in the movies, today's efforts have changed dramatically with a television show for preschoolers called *Sid the Science Kid. Sid the Science Kid* revolves around Sid and a specific question he asks to launch each episode. Sid wakes up each day with a question on his mind. He takes this question to his family first at breakfast. Then, as he prepares for school, he brings this question to the playground at pre-school where he begins formalizing his research into the actual exploration phase by creating a survey with his friends' responses. His teacher, Susie, is ready, willing and prepared to investigate whatever particular question he has on his mind for that day at school. At pre-school, the students investigate the question in the classroom or on the playground. After pre-school, his grandmother picks him up, reinforces what he has learned that day during the drive home—usually an answer to the question he began the day with.

An extensisive variety of topics in the categories of earth, life and physical science have all been recorded over the 69 episodes using this framework. For example, topics relevant and developmentally appropriate to young scientists include: tools and measurement, changes and transformation, senses, health, simple machines, backyard science, weather, the body, force and motion, environmental systems, light and shadow, technology and engineering, and living things. Each episode's conceptual content connects to the National Science Standards [19], Cognitive Learning Theory, and on the preschool science curriculum, Preschool Pathways to Science [20].

The public perception of scientists can be traced back to alchemists in mid evil times [7]. Another wide-spread popular culture influence was Mary Shelley's novel *Frankenstein* in terms of the "mad scientist because the myth dealt with new scientific knowledge and fears of how this knowledge might be used" [7]. This stereotypic image of the scientist gained worldwide status from a number of international studies [8–15]. For example, Chambers [8] collected children's pictures of scientists in the US and Australia and Canada [11]; in Ireland

In terms of how scientists are represented in print media, Farland [4] concluded that some third graders' perceptions of scientists can be broadened based on their weekly exposure to non-fiction historical-based trade books depicting the work of scientists. Other DAST research [2] has suggested texts can send messages to females that the math or science contributions of their gender are not as worthy as that of their male counterparts. In an extensive review of five widely used seventh grade life science texts, Potter and Rosser [16] reported textbooks were gender biased with regard to pictures, text, language and accomplishments of individuals. Accomplishments of females were either missing, trivialized or criticized. Also noted was a lack of topics of particular interest to women, consistent use of occupational stereotypes, a predominance of pictures with males, and males displayed in active roles while females were presented in passive roles. Gender portrayals in books have been hypothesized to help children develop a sense of their own gender role and gender appropriate behaviors [17].

A recent study [18] examined the visual representations of scientists in NSTA's Outstanding Trade Books Awardees from 2014 to 2016. Results revealed that many of the books, more than half did not include any visual representations of scientists, and those that did significantly reinforced the misconception that scientists are males who are Caucasian. Teachers who rely on the yearly list of recommended trade books from NSTA's to supplement their instruction may unwittingly reinforce or promote the idea that only Caucasian males can be scientists through the selection of these books for their classrooms. Thus, teachers, parents, and library, media specialists should be aware of common stereotypes and misconceptions about scientists appearing in children's literature. Such misconceptions may cause students' to develop a

Frankenstein includes an example of a stereotypic scientist in the movies, today's efforts have changed dramatically with a television show for preschoolers called *Sid the Science Kid. Sid the Science Kid* revolves around Sid and a specific question he asks to launch each episode. Sid wakes up each day with a question on his mind. He takes this question to his family first at breakfast. Then, as he prepares for school, he brings this question to the playground at pre-school where he begins formalizing his research into the actual exploration phase by creating a survey with his friends' responses. His teacher, Susie, is ready, willing and prepared to investigate whatever particular question he has on his mind for that day at school. At pre-school, the students investigate the question in the classroom or on the playground. After pre-school, his grandmother picks him up, reinforces what he has learned that day during the drive home—usually an answer to the question he began the day with.

narrow, erroneous view of the appearance of scientists.

[12, 13]; in the UK [14]; in Korea [9]; in Taiwan [15]; and in Hong Kong [10].

**1.1. Scientists in trade books**

36 The Evolution of Media Communication

Within each episode, show writers seem intentional not only in exploring science concepts but also Sid's questioning strategies. Sid embraces the idea of scientific process within the realm of scientific methods and spends his entire day zealously consumed with investigating a particular question. The producers in constructing his experiences conceptually and exploring them over time (a day- which is developmentally appropriate for a 4-year-old) increase opportunities for developing and discovering some "big ideas". For example, Sid may discover that some changes are reversible while others are not (i.e., "The Perfect Pancake" Episode) in which understanding of that irreversible transformation/heat is explored. According to the *Next Generation of Science Standards* (NGSS) [21], the call for scientifically literate students and their understanding of the science processes such as the benefits of considering irreversible change can motivate young children who experience such pleasure and fulfillment of discovery with the hopes that they will want to savor it again and again. Early investment and exposure to science can inspire many years of discovery. In this way, the content in Sid is both meaningful and relevant to the everyday lives of young children. For example, a question about decay, "Why is my banana yucky?" was the basis for the "My Mushy Banana" Episode. In this way, the science content is framed in relatable ways to its characters yet investigated through the nature of science, through posing questions, investigating objects and events that can be directly observed and explored.

In addition to the speculation that media influence students' perceptions of scientists, some researchers have also suggested that schools, and the activities that occur in them [22] have significant effects upon student s' perceptions of scientists. Numerous studies have been conducted that consider what teachers do in their classrooms can be affected by teachers' attitudes and dispositions toward science, including confidence levels in doing science [23–25]. In particular, teacher attitudes matter because they manifest themselves in actions that are fully recognizable to students and consequently influence student behavior [23, 25–27].

#### **2. Methods for analyzing students' perceptions of scientists**

Asking students to "draw a picture of a scientist" has been a popular method for those wishing to engage in Draw-A-Scientist Test research [8–10, 12, 14, 15]. While the majority of DAST research concentrated on students' stereotypical images and their perceptions of scientists, the manner in which data derived from these studies has been analyzed has often been limited to such things as the reporting of frequencies and the computation of simple t-tests. This level of analysis has provided a starting point for the investigation of students' perceptions of scientists and interesting discussion regarding potential interventions that might be utilized to help students modify their perceptions. This may be why science education researchers have speculated about where these images derive without having further investigated this issue much beyond basic general observations for the better part of the last sixty years.

Analyzing images of scientists and labeling them stereotypical, rather than investigating where these images originate in students' schema, has left a gap in the existing DAST research. This may be due to the multifaceted complexity involved with such investigations. Even so, some notable questions regarding conceptions of scientists have arisen through DAST research: "When are concepts initiated?" [8], "When are concepts most likely to impact conceptual formation?", "Which concepts are central to students' personal science identities?", and "What are the influences that impact formation of such concepts?"

#### **3. How aspects of illustrations relate to students' perceptions of scientists**

For many children, what is included in media messages is often interpreted by students in ways that helps them define what they perceive to be culturally acceptable thinking and behavior [28] and have some effect of children's idea of the word "scientist." This researcher contends that students undergo a specific process when developing perceptions of scientists and that process is intimately related to one's culture. It is a process that begins with children viewing scientists with positive or negative associations from within their culture. Students typically look to culture and people within their immediate environment to help reinforce or redefine their perceptions while synthesizing their own ideas [29]. As children mature, they begin constructing personal perceptions of scientists, which are unlikely to change until they have personal contact with a scientist or experience a situation that causes a change in perceptions.

While educational researchers often discuss the significance of one's culture in relation to children and education, culture is not typically linked in terms of how children perceive scientists. Such an approach allows educators to understand the influence of culture on students' perceptions of scientists and ultimately may help shape future scientists.

In 50 years of looking at drawings and analyzing the images children draw when asked to draw a scientist, one common figure that has emerged has consistently been that of the "mad scientist" [30]. Therefore, it is not surprising then that science educators have long since suspected a connection between the relationship of media and its influence upon students' perceptions (or conceptions) of scientists [31–33]. Numerous authors have argued that media significantly contribute to students' schema development [1, 6, 28, 31–39].

#### **4. Conclusion**

For many children, what is included in media messages is often interpreted by students in ways that helps them define what they perceive to be culturally acceptable thinking and behavior [28]. Making students aware of real scientists can be a huge benefit in exciting students about science and the possibility of pursuing careers in science-careers that are experiencing a dramatic loss of interest today. These messages must be incorporated with traditional science content in the classroom and must be systematically and deliberately taught to young children [40]. If aware that children come to school with a variety of scientist perceptions, teachers can use this knowledge to help young children to accurately understand what scientists look like, where they work and what they do. On the other hand, children need opportunities to voice the perceptions they have about the world in which they live. Allowing children in all cultures an opportunity to voice those perceptions provides educators with an opportunity to correct misunderstanding and hopefully influence children to consider scientists and science differently.

Illustrations of scientists provide insight into an individual's personal science identity. Some critics are dismissive of the significance of draw a scientist tests because they believe they yield meaningless representations of the concept of scientist [41]. Add the intriguing consideration that even the act of asking students to draw a scientist may inadvertently indicate to students that a typical scientist exists. Doubts such as these regarding the reliability and validity of the DAST have caused some to disregard it as useful in spite of the desire by many to investigate students' perceptions of the nature of scientists. However, Farland-Smith et al. [42] concur there is something to be gained by considering children's illustrations since they have long been accepted as *representations* of how they view the world. Such pictures or illustrations can convey information about a child's personal science identity. Formerly, children's science identities, as well as teacher responses to these identities, have been considered as being shaped by gender, race, and class relations [34, 43]. Teachers should be aware and pay close attention to the significance of DAST illustrations because the contemporary approach offers much more than a label of stereotypical or non-stereotypical. Rather, students' pictures of scientists expose cultural clues within a community of practice, and insight into students' personal science identity.

Understanding the similarities and differences in educational systems, not to mention cultures, and its impact on children also may help in developing positive perceptions that motivate students to consider careers in science. For the purposes of this chapter science careers are defined as those occupations which utilize knowledge of engineering and the natural and physical sciences, which include: engineer, research scientist, statistician, conservationist/forester, and all persons with majors in biological sciences, physical science, or engineering. Science-practitioner occupations (i.e., physician, dentist, veterinarian, pharmacist, optometrist) are included as "science fields" in this study.

#### **Author details**

their perceptions. This may be why science education researchers have speculated about where these images derive without having further investigated this issue much beyond basic general

Analyzing images of scientists and labeling them stereotypical, rather than investigating where these images originate in students' schema, has left a gap in the existing DAST research. This may be due to the multifaceted complexity involved with such investigations. Even so, some notable questions regarding conceptions of scientists have arisen through DAST research: "When are concepts initiated?" [8], "When are concepts most likely to impact conceptual formation?", "Which concepts are central to students' personal science identities?", and "What

**3. How aspects of illustrations relate to students' perceptions of scientists**

For many children, what is included in media messages is often interpreted by students in ways that helps them define what they perceive to be culturally acceptable thinking and behavior [28] and have some effect of children's idea of the word "scientist." This researcher contends that students undergo a specific process when developing perceptions of scientists and that process is intimately related to one's culture. It is a process that begins with children viewing scientists with positive or negative associations from within their culture. Students typically look to culture and people within their immediate environment to help reinforce or redefine their perceptions while synthesizing their own ideas [29]. As children mature, they begin constructing personal perceptions of scientists, which are unlikely to change until they have personal contact with a scientist or experience a situation that causes

While educational researchers often discuss the significance of one's culture in relation to children and education, culture is not typically linked in terms of how children perceive scientists. Such an approach allows educators to understand the influence of culture on students'

In 50 years of looking at drawings and analyzing the images children draw when asked to draw a scientist, one common figure that has emerged has consistently been that of the "mad scientist" [30]. Therefore, it is not surprising then that science educators have long since suspected a connection between the relationship of media and its influence upon students' perceptions (or conceptions) of scientists [31–33]. Numerous authors have argued that media

For many children, what is included in media messages is often interpreted by students in ways that helps them define what they perceive to be culturally acceptable thinking and behavior [28]. Making students aware of real scientists can be a huge benefit in exciting

perceptions of scientists and ultimately may help shape future scientists.

significantly contribute to students' schema development [1, 6, 28, 31–39].

observations for the better part of the last sixty years.

38 The Evolution of Media Communication

are the influences that impact formation of such concepts?"

a change in perceptions.

**4. Conclusion**

Donna Farland-Smith

Address all correspondence to: farland-smith.1@osu.edu

The Ohio State University, Mansfield, USA

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