The purpose of this study is to investigate the effect of learning according to the type of scientist on the attitude toward science, the perception of scientific experiment purpose, and the perception of scientist. For this purpose, 44 students from two classes of 6 grade D elementary school located in Busan Metropolitan City were composed of `"Experimental Group 1` and `Experimental Group 2`. Experimental group 1 used reading material about the life of a scientist who had a negative social influence. Conversely, Experimental Group 2 used the reading materials about the life of scientists who had a positive influence on the society that appeared in the wisdom. As a result of the pre-test, the two groups were assumed to be the same group with no significant difference in the attitude toward science and after the experimental treatment, post-test was performed and statistically verified. In this study, the following conclusions were obtained.
First, learning by Scientist type has positive effects on the attitude toward science. Particularly, when studying a scientist who has adversely affected societies, it has a more significant effect on the subordinate "application of scientific attitude" as well as overall attitude toward science. On the other hand, there appears to be a more positive change in the social meaning of science and the norms of scientists in the study of scientists who have a positive social impact.
Second, learning by Scientist type focuses on the inner value such as personal development and satisfaction. In particular, when studying a scientist who has a positive social impact, there was a tendency to understand the purpose of the experiment of scientist and the purpose of the science experiment at the school in accordance with cognitive domain which is the subcategory of the inner value domain.
Third, learning by Scientist type has a positive effect on changing the perception of scientist. If you are learning about a scientist who has a socially adverse impact, you will be more interested in the scientist, and if you are learning about a scientist who has a positive social impact, you will be aware of the diversity of the scientist and broaden the scope of thoughts.
The results of this study can be concluded that the learning according to the type of scientist has a significant effect on the attitude toward science and the change of perception on scientists. Learning about scientists with socially negative influences has a more positive effect in raising overall attitudes toward science and interest in scientists. On the other hand, learning about scientists who have a positive social impact is more effective in positively changing subelement attitudes toward science and perceptions of scientists. In this sense, it seems that the educational effect occurs when both sides are used appropriately rather than only one of the socially negative scientist or the socially positive scientist. Learning about scientists can also help students become interested and curious about science classes. If a steady study is done, students will have a scientific attitude like critical thinking, a positive attitude toward scientists and science, and a stepping stone to develop scientific literacy.