The effects of using social biographical texts of scientists on students' attitudes in science courses: A qualitative study

Biographies of scientists are often used in the teaching environment, both in textbooks and in course contents - sections from the lives of scientists are often included to encourage students to pursue and enjoy science. This research investigated the effect of social content biographical texts of scientists on students' attitudes towards science courses. The research was a mixed-method study and consisted of 51 science teachers. The participants were determined according to a convenience sampling method. Focus group interviews, repertory grid technique, and individual interviews were used to collect data in the study. Through focus group interviews with teachers, it was discussed what kind of changes biographical texts might make to students' attitudes to science. Later, 51 teachers explained the social biographical texts to their students and observed the changes in the students. Based on their observations, they scored the repertory grids. Finally, an individual interview was held with fifteen teachers. As a result, it has been determined that social biographical texts were able to increase students' interest, motivation and questioning skills, while able to decrease their anxiety.

Researching learners’ perceptions: The use of the repertory grid technique

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher’s agenda may be unintentionally imposed onto a research study which is investigating learners’ perceptions, and how far the ensuing data may provide an accurate representation of the learners’ viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners’ views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners’ perceptions. Taking a research study on the perceptions of secondary school learners of the language classroom as an example, the article demonstrates how building repertory grids can reveal insights into the learners’ thought processes and give the researchers access into the different ways learners view the classroom. The article also considers some issues in terms of data analysis and the interpreting of language data. It concludes that the repertory grid technique is a useful approach in perception research which can provide valuable data that is revealing of participants’ actual views.

Mapping Psychological Spaces: Psychotherapeutic Applications of System Dynamics in Fuzzy Cognitive Maps of Personal Constructs

This paper presents an innovative procedure for deriving both Fuzzy Cognitive Maps and Behavior Over Time Graphsfrom Personal Construct Psychology’s Repertory Grids, via the intermediate step of eliciting an adaptation of Bipolar Implications Grids. This makes it possible to have a functional as well as structural model of the Personal Construct System and to test and simulate its anticipated dynamics in hypothetical scenarios, as well as to understand more fully its systemic properties. The paper focuses on the procedure itself, and it is illustrated by means of a case study so as to highlight its significant implications for psychotherapy research and practice.

Administration of the Repertory Grid Assessment Technique for Exploring Social Cognition of Individuals With Autism

Social communication is a core deficit of autism spectrum disorder (ASD). Speech-Language Pathologists (SLPs) play a key role in evaluating social skills of individuals with autism. Use of person-centered assessment tools in individuals with autism to explore social communication may facilitate improved consideration of perspectives of individuals with autism, which is critical for developing interventions and supports that align with their perspectives and values. An assessment process called the repertory grid can be used to explore one’s personal construction systems as they relate to social relationships. This article describes a process for administering this person-centered diagnostic process in individuals with autism using a semi-structured format established by Hess and colleagues. Data obtained through repertory grids may expand upon information gleaned from traditional assessment protocols when evaluating social communication strengths and challenges of individuals with autism. Furthermore, it offers clinicians and clients insight into clients’ unique personal experiences and relationships.

How Can Adolescents Benefit from the Use of Social Networks? The iGeneration on Instagram

In the last few years, Instagram has been a topic of much contention, as it has been shown to be associated with both risks and benefits for young users. This study explores the influence of the use of Instagram on adolescents’ constructions of self and interpersonal experience. Forty Italian adolescents aged between 11 and 16 years were interviewed and completed repertory grids. The results showed that the adolescents’ self-construction and distance from others were mostly influenced by receiving, or not receiving, positive feedback, rather than by using Instagram itself. Specifically, there was an increase in self-acceptance and social desirability after receiving a “like” and an increase in social isolation after receiving no “likes”. The regression model also showed a decrease in self-acceptance on Instagram in the case of female adolescents, and in participants who edited photos. These findings are useful for understanding the constant need for approval adolescents require today and could be used as a guiding tool for future studies and intervention policies. The present study offers an innovative methodology that refers to the relevant dimensions of adolescents’ self-construction rather than investigating the more general relationship between personality traits and social networks’ use.