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Commitment to Science and Perception of Scientist Identity in Predicting Intention to Pursue Postgraduate Education

Yıl 2023, Cilt: 24 Sayı: 2, 126 - 142, 24.07.2023

İlhan İlter

https://doi.org/10.12984/egeefd.1189198

Öz

In this study, in which a relational survey design was used, it was examined whether university students' commitment to science and their perceptions of their identity as a scientist were important determinants of their decision to pursue postgraduate education. Participants consisted of 315 second year undergraduate students who were enrolled in different programs at a higher education institution. The Commitment to Science Scale, the Scientist Identity Scale, and the Postgraduate Education Intent Scale were used as data collection tools. The stepwise regression analysis method was used to determine the level of contribution of the study variables predicting participants' intentions to pursue postgraduate education. The results showed that commitment to science and perception of identity as a scientist were significant predictors of the decision to pursue postgraduate education, and the variable of scientist identity was found to be the strongest variable explaining the participants' intentions for postgraduate education. The results draw attention to the positive aspects and importance of psychological variables related to science in creating commitment to postgraduate careers. The proliferation of a science culture that embraces undergraduate students in a campus setting can encourage students to pursue a career in science by helping them progress towards becoming a scientist.

Anahtar Kelimeler

Commitment to science Identity as a scientist Postgraduate education

Kaynakça

  • Agoro, A. A. (2002). Relative effects of instruction, level of commitment and gender on student learning outcome in integrated science. (Unpublished master’s thesis). University of Ibadan, Nigeria.
  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582.
  • Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and social identities: Introduction and evidence from a longitudinal study of emerging adults. In M. Azmitia, M. Syed, & K. Radmacher (Eds.), The intersections of personal and social identities. New directions for child and adolescent development (Vol. 120, pp. 1-16). San Francisco, CA: Jossey-Bass.
  • Babajide, V. F. T. (2010). Generative and predict-observe-explain instructional strategies as determinants of senior secondary school students’ achievement and practical skills in physics. (Unpublished doctoral dissertation). University of Ibadan, Nigeria.
  • Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2019). Postgraduate taught students and preparedness for Master’s level study: Polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 43(2), 236-250.
  • Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229. doi: 10.1080/10508400903530044
  • Biological Sciences Curriculum Study [BSCS]. (2006). Why does inquiry matter? Because that’s what science is all about! Dubuque, IA: Kendall/Hunt.
  • Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
  • Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
  • Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching 41(8), 810-834.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri ve analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem Akademi.
  • Bybee, R. W., Carlson-Powell, J., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Columbus: Pearson/Merrill/Prentice Hall.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. doi: 10.1002/tea.20237
  • Chemers, M. M., Zurbriggen, E., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491. doi: 10.1111/j.1540-4560.2011.01710.x
  • Chen, S., & Wei, B. (2020). Development and validation of an instrument to measure high school students’ science identity in science learning. Research in Science Education, 52, 111-126. doi: 10.1007/s11165-020-09932-y
  • Cooper, J., Jabanoski, K., & Kaplan, M. (2019). Exploring experiential opportunity impacts on undergraduate outcomes in the geosciences. Journal of Geoscience Education, 67(3), 249-265. doi: 10.1080/10899995.2019.1581394
  • Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education the impact of undergraduate research programs. American Educational Research Journal, 50(4), 683-713. doi: 10.3102/0002831213482038
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: W. H. Freeman and Company.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I temel kavramlar ve işlemler. Ankara: Pegem Akademi.
  • Freeman, E. (2012). The design and implementation of a career orientation course for undergraduate majors. College Teaching, 60,154-163. doi: 10.1080/87567555.2012.669424
  • Gee, J. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
  • Hair, J. F., Babin, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis: Pearson new international edition (7th ed.). Harlow, UK: Pearson Education.
  • Henderson, T. S., Shoemaker, K. A., & Lattuca, L. R. (2022). Career calculus: Assessing the psychological cost of pursuing an engineering career. Journal of Engineering Education, 111(4), 770-791. doi: 10.1002/jee.20474
  • Heppner, P. P., Bruce E., Wampold, B. E., & Kivlighan, D. M. (2008). Research design in counseling (3rd ed.). Belmont: Thomson Brooks/Cole.
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397-406. doi: 10.1037/0003-066X.51.4.397
  • Hrabowski, F. A. (2018). Broadening Participation in American Higher Education- A special focus on the underrepresentation of African Americans in STEM disciplines. The Journal of Negro Education, 87(2), 99-109.
  • İlter, İ. (2020). Akademik başarı, lisansüstü eğitim farkındalığı ve lisansüstü eğitim niyeti arasındaki ilişkiler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 117-156. doi: 10.30964/auebfd.582502
  • İlter, İ. (2022). Subjective task values as predictors of undergraduate students' intentions for postgraduate education. Journal of Hasan Ali Yücel Faculty of Education (HAYEF), 19(2), 82-92. doi: 10.54614/hayef.2022.22003
  • Jepsen, D. M., & Varhegyi, M. M. (2011). Awareness, knowledge and intentions for postgraduate study. Journal of Higher Education Policy and Management, 33(6), 605-617. doi: 10.1080/1360080X.2011.621187
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Lisansüstü Eğitim Alma Kararını Yordamada Bilime Bağlılık ve Bilim İnsanı Kimliği Algısı

Yıl 2023, Cilt: 24 Sayı: 2, 126 - 142, 24.07.2023

İlhan İlter

https://doi.org/10.12984/egeefd.1189198

Öz

İlişkisel tarama deseninin kullanıldığı bu araştırmada mevcut üniversite öğrencilerinin bilime bağlılıkları ve bilim insanı kimliğine ilişkin algılarının mezuniyet sonrası lisansüstü eğitim alma kararlarında önemli belirleyiciler olup olmadığı incelenmiştir. Bu amaçla çalışmanın katılımcıları bir yükseköğretim kurumunun eğitim fakültesine bağlı farklı programlarda öğrenimlerine devam eden 315 ikinci sınıf öğrencisinden oluşmaktadır. Araştırma kapsamında veri toplamak amacıyla Bilime Bağlılık Ölçeği, Bilim İnsanı Kimliği Ölçeği ve Lisansüstü Eğitim Niyeti Ölçeği kullanılmıştır. Bağımsız değişkenlerin lisansüstü eğitim alma niyetini ne düzeyde yordadığını belirlemek için aşamalı regresyon analizi yöntemi kullanılmıştır. Araştırma sonuçları, bilime bağlılığın ve bilim insanı olarak kimlik algısının lisansüstü eğitim alma kararının anlamlı birer yordayıcısı olduğunu ancak bilim insanı kimliği algısının öğrencilerin mezuniyet sonrası lisansüstü eğitime devam etme konusundaki niyetlerini açıklayan en güçlü değişken olduğunu göstermiştir. Sonuçlar, bilimle ilgili bu psikolojik değişkenlerin lisansüstü kariyere bağlılık yaratmada olumlu yönüne ve önemine dikkat çekmektedir. Kampüs ortamında lisans öğrencilerini kucaklayan bir bilim kültürünün yaygınlaşması, öğrencileri bilim insanı olma kararlılığına doğru ilerlemelerine yardımcı olarak bilim alanında kariyer yapmaya teşvik edebilir.

Anahtar Kelimeler

Bilime bağlılık Bilim insanı kimliği Lisansüstü eğitim

Kaynakça

  • Agoro, A. A. (2002). Relative effects of instruction, level of commitment and gender on student learning outcome in integrated science. (Unpublished master’s thesis). University of Ibadan, Nigeria.
  • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation, and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47, 564-582.
  • Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and social identities: Introduction and evidence from a longitudinal study of emerging adults. In M. Azmitia, M. Syed, & K. Radmacher (Eds.), The intersections of personal and social identities. New directions for child and adolescent development (Vol. 120, pp. 1-16). San Francisco, CA: Jossey-Bass.
  • Babajide, V. F. T. (2010). Generative and predict-observe-explain instructional strategies as determinants of senior secondary school students’ achievement and practical skills in physics. (Unpublished doctoral dissertation). University of Ibadan, Nigeria.
  • Bamber, V., Choudhary, C. J., Hislop, J., & Lane, J. (2019). Postgraduate taught students and preparedness for Master’s level study: Polishing the facets of the Master’s diamond. Journal of Further and Higher Education, 43(2), 236-250.
  • Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187-229. doi: 10.1080/10508400903530044
  • Biological Sciences Curriculum Study [BSCS]. (2006). Why does inquiry matter? Because that’s what science is all about! Dubuque, IA: Kendall/Hunt.
  • Brickhouse, N. W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
  • Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
  • Brown, B. A. (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching 41(8), 810-834.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri ve analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem Akademi.
  • Bybee, R. W., Carlson-Powell, J., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Columbus: Pearson/Merrill/Prentice Hall.
  • Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. doi: 10.1002/tea.20237
  • Chemers, M. M., Zurbriggen, E., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491. doi: 10.1111/j.1540-4560.2011.01710.x
  • Chen, S., & Wei, B. (2020). Development and validation of an instrument to measure high school students’ science identity in science learning. Research in Science Education, 52, 111-126. doi: 10.1007/s11165-020-09932-y
  • Cooper, J., Jabanoski, K., & Kaplan, M. (2019). Exploring experiential opportunity impacts on undergraduate outcomes in the geosciences. Journal of Geoscience Education, 67(3), 249-265. doi: 10.1080/10899995.2019.1581394
  • Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education the impact of undergraduate research programs. American Educational Research Journal, 50(4), 683-713. doi: 10.3102/0002831213482038
  • Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: W. H. Freeman and Company.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I temel kavramlar ve işlemler. Ankara: Pegem Akademi.
  • Freeman, E. (2012). The design and implementation of a career orientation course for undergraduate majors. College Teaching, 60,154-163. doi: 10.1080/87567555.2012.669424
  • Gee, J. (2001). Identity as an analytical lens for research in education. Review of Research in Education, 25, 99-125.
  • Hair, J. F., Babin, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate data analysis: Pearson new international edition (7th ed.). Harlow, UK: Pearson Education.
  • Henderson, T. S., Shoemaker, K. A., & Lattuca, L. R. (2022). Career calculus: Assessing the psychological cost of pursuing an engineering career. Journal of Engineering Education, 111(4), 770-791. doi: 10.1002/jee.20474
  • Heppner, P. P., Bruce E., Wampold, B. E., & Kivlighan, D. M. (2008). Research design in counseling (3rd ed.). Belmont: Thomson Brooks/Cole.
  • Holland, J. L. (1996). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 51(4), 397-406. doi: 10.1037/0003-066X.51.4.397
  • Hrabowski, F. A. (2018). Broadening Participation in American Higher Education- A special focus on the underrepresentation of African Americans in STEM disciplines. The Journal of Negro Education, 87(2), 99-109.
  • İlter, İ. (2020). Akademik başarı, lisansüstü eğitim farkındalığı ve lisansüstü eğitim niyeti arasındaki ilişkiler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(1), 117-156. doi: 10.30964/auebfd.582502
  • İlter, İ. (2022). Subjective task values as predictors of undergraduate students' intentions for postgraduate education. Journal of Hasan Ali Yücel Faculty of Education (HAYEF), 19(2), 82-92. doi: 10.54614/hayef.2022.22003
  • Jepsen, D. M., & Varhegyi, M. M. (2011). Awareness, knowledge and intentions for postgraduate study. Journal of Higher Education Policy and Management, 33(6), 605-617. doi: 10.1080/1360080X.2011.621187
  • Karakaya, D., Pelin, M., & Havva, S. (2022). Hemşirelik bölümü öğrencilerinin meslek seçimi ve etkileyen faktörler. Sakarya Üniversitesi Holistik Sağlık Dergisi, 5(3), 342-350. doi: 10.18663/tjcl.320040
  • Kim, W., & Ok, C. (2009). The effects of relational benefits on customers' perception of favorable inequity, affective commitment, and repurchase intention in full-service restaurants. Journal of Hospitality & Tourism Research, 33(2), 227-244. doi: 10.1177/109634800832987
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  • McCartney, M., Roddy, A. B., Geiger, J., Piland, N. C., Ribeiro, M. M., & Lainoff, A. (2022). Seeing yourself as a scientist: Increasing science identity using professional development modules designed for undergraduate students. Journal of Microbiology & Biology Education, 23(1), e00346-21. doi: 10.1128/jmbe.00346-21
  • McPherson, C., Punch, S., Graham, E. (2017). Transition from undergraduate to taught postgraduate study: Emotion, integration and belonging. Perspectives in Applied Academic Practice, 5(2), 42-50. doi: 10.14297/jpaap.v5i2.265
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  • Miller, J. D., & Prewitt, K. (1979). The measurement of the attitudes of the U. S. public toward organized science: Final report. Chicago: University of Chicago, National Opinion Research Center.
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  • Niles, S. G., Erford, B. T., Hunt, B., & Watts, R. H. (1997). Decision-making styles and career development in college students. Journal of College Student Development, 38, 479-488.
  • Nora, A., & Cabrera, A. F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67(2), 119-148. doi: 10.1080/00221546.1996.11780253
  • Ogunleye, B. O. (2002). Evaluation of the environmental aspect of the senior secondary school chemistry curriculum in Ibadan. (Unpublished dissertation), University of Ibadan, Nigeria.
  • Ogunleye, B. O., & Babajide, V. F. T. (2011). Commitment to science and gender as determinants of students achievement and practical skills in physics. Journal of the Science Teachers Association of Nigeria, 46(1), 125-135.
  • Oliver, J. S. (1986). A longitudinal study of attitude, motivation and self-concept as predictors of achievement in and commitment to science among adolescent students. (Unpublished doctoral dissertation). University of Georgia, USA.
  • Oyserman, D. & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38, 1001-1043. doi: 10.1177/00110000103747
  • Robinson, K., Perez, T., Nuttall, A., Roseth, C., & Linnenbrink-Garcia, L. (2018). From science student to scientist: Predictors and outcomes of heterogeneous science identity trajectories in college. Developmental Psychology, 54(10), 1977-1992. doi: 10.1037/dev0000567
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
  • Sadler, T. D., Burgin, S., McKinney, L., & Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. Journal of Research in Science Teaching, 47, 235-256. doi: 10.1002/tea.20326
  • Santos, S. J., Ortiz, A. M., Morales, A., & Rosales, M. (2007). The relationship between campus diversity, students’ ethnic identity and college adjustment: A qualitative study. Cultural Diversity and Ethnic Minority Psychology, 13(2), 104-114. doi: 10.1037/1099-9809.13.2.104
  • Sarwar, M., & Ashrafi, G. M. (2014). Students' commitment, engagement and locus of control as predictor of academic achievement at higher education level. Current Issues in Education, 17(3), 1-10.
  • Sax, L. (1996, October 31-November 3). The impact of college on post-college commitment to science careers: Gender differences in a nine-year follow-up of college freshmen. Oral presentation Annual meeting of the Association for the Study of Higher Education, Memphis, TN, United States.
  • Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M., & Serpe, R. T. (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational evaluation and policy analysis, 33(1), 95-114.
  • Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66(5), 763-781.
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  • Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social Science Research, 64, 1-14. doi: 10.1016/j.ssresearch.2016.10.016
  • Strauss, L. C., & Volkwein, J. F. (2004). Predictors of student commitment at two-year and four-year institutions. The Journal of Higher Education, 75(2), 203-227. doi: 10.1080/00221546.2004.11778903
  • Syed, M., & Azmitia, M. (2008). A narrative approach to ethnic identity in emerging adulthood: Bringing life to the identity status model. Developmental Psychology, 44(4), 1012-1027. doi: 10.1037/0012-1649.44.4.1012
  • Syed, M., & Chemers, M. M. (2011). Ethnic minorities and women in STEM: Casting a wide net to address a persistent social problem. Journal of Social Issues, 67(3), 435-441. doi: 10.1111/j.1540-4560.2011.01708.x
  • Syed, M., Zurbriggen, E. L., Chemers, M. M., Goza, B. K., Bearman, S., Crosby, F. J., & Morgan, E. M. (2019). The role of self‐efficacy and identity in mediating the effects of STEM support experiences. Analyses of Social Issues and Public Policy, 19(1), 7-49. doi: 10.1111/asap.12170
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  • Tekin, İ. (2022). İlahiyat öğrencilerinin akademik başarıları, lisansüstü eğitim farkındalıkları ve lisansüstü eğitim niyetleri arasındaki ilişkiler. Eskişehir Osmangazi Üniversitesi İlahiyat Fakültesi Dergisi, 9(2),1374-1392. doi: 10.51702/esoguifd.1136801
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  • Tian, L., Lv, Y., Ren, H., Zhao, Y., Zhou, Z., & Lin, P. (2019, August). Discussion on postgraduate education and management in colleges and universities. In X. Xiao, T. Hauer, & S.A.R Khan, (Eds.), 5th International Conference on Social Science and Higher Education (ICSSHE 2019) (pp. 363-366). China: Atlantis Press.
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  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2021). UNESCO recommendation on open science. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000379949/PDF/379949eng.pdf.multi
  • Vasquez‐Salgado, Y., Camacho, T. C., López, I., Chavira, G., Saetermoe, C. L., & Khachikian, C. (2023). “I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory‐informed undergraduate research experience. Infant and Child Development, e2371. doi: 10.1002/icd.2371
  • Vincent-Ruz, P., & Schunn, C. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 1-12. doi: 10.1186/s40594-018-0140-5
  • Vondracek, F. W., & Skorikov, V. B. (1997). Leisure, school, and work activity preferences and their role in vocational identity development. The Career Development Quarterly, 45(4), 322-340. doi: 10.1002/j.2161-0045.1997.tb00537.x
  • Wang, C. (2018). Scientific culture and the construction of a world leader in science and technology. Cultures of Science, 1(1), 1-13. doi: 10.1177/209660831800100102
  • Warner-Griffin, C., Hare, A., Liu, H., Dugan, M. K., & Lai, F. (2017). National oceanic and atmospheric administration: Final report. Silver Spring, MD: National Oceanic and Atmospheric Administration.
  • Wisker, G. (2007). The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD. London: Palgrave Macmillan.
  • Zhang, L., & Chai, B. (2011). Study on American cultivation model for postgraduates’ academic capacity in view of Chinese postgraduate education based on data analysis. In S. Lin & X. Huang (Eds.), Advances in Computer Science, Environment, Ecoinformatics, and Education: International Conference, CSEE 2011, Wuhan, China, August 21-22, 2011, Proceedings, Part III (pp. 133-137). Berlin Heidelberg: Springer. doi: 10.1007/978-3-642-23345-6_26
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

İlhan İlter 0000-0002-1473-7172

Yayımlanma Tarihi 24 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 2

Kaynak Göster

APA İlter, İ. (2023). Lisansüstü Eğitim Alma Kararını Yordamada Bilime Bağlılık ve Bilim İnsanı Kimliği Algısı. Ege Eğitim Dergisi, 24(2), 126-142. https://doi.org/10.12984/egeefd.1189198
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