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Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks

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Abstract

This article presents an analysis of how scientists are portrayed in the Lebanese national science textbooks. The purpose of this study was twofold. First, to develop a comprehensive analytical framework that can serve as a tool to analyze the image of scientists portrayed in educational resources. Second, to analyze the image of scientists portrayed in the Lebanese national science textbooks that are used in Basic Education. An analytical framework, based on an extensive review of the relevant literature, was constructed that served as a tool for analyzing the textbooks. Based on evidence-based stereotypes, the framework focused on the individual and work-related characteristics of scientists. Fifteen science textbooks were analyzed using both quantitative and qualitative measures. Our analysis of the textbooks showed the presence of a number of stereotypical images. The scientists are predominantly white males of European descent. Non-Western scientists, including Lebanese and/or Arab scientists are mostly absent in the textbooks. In addition, the scientists are portrayed as rational individuals who work alone, who conduct experiments in their labs by following the scientific method, and by operating within Eurocentric paradigms. External factors do not influence their work. They are engaged in an enterprise which is objective, which aims for discovering the truth out there, and which involves dealing with direct evidence. Implications for science education are discussed.

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  1. Education Department, Haigazian University, Mexique St., Kantari, P.O. Box 11-1748, Riad El Solh, 1107 2090, Beirut, Lebanon

    Hagop A. Yacoubian, Layan Al-Khatib & Taline Mardirossian

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  1. Hagop A. Yacoubian
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  2. Layan Al-Khatib
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Correspondence to Hagop A. Yacoubian.

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Yacoubian, H.A., Al-Khatib, L. & Mardirossian, T. Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks. Sci & Educ 26, 513–528 (2017). https://doi.org/10.1007/s11191-017-9908-0

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