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This study addresses the influence of popular media on how young children perceive science and the work of scientists. Using an adapted version of the Draw-A-Scientist Test, 15 classes of fourth graders (9-10 years old) at three different schools in Singapore were sampled ( n =  266). The students' drawings as well as their identification of three sources from which they obtained inspiration for their drawings were analyzed. Our results showed a strong relationship between students' drawings of scientists and their reported sources of inspiration. The results suggest that popular media play a large role in shaping how young children view scientists.

This paper describes the design, implementation and research of the Cyber Sleuth Science Lab (CSSL), an innovative educational program and supporting virtual learning environment, that combines pedagogical theory, gender inclusive instruction strategies, scientific principles/practices, gamification methods, computational thinking, and real-world problem solving. This program provides underrepresented youth, especially girls, with digital forensic knowledge, skills and career pathways, challenging them to explore complex social issues related to technology and to become cyber sleuths using real-world digital forensic methods and tools to solve investigative scenarios. Students also learn about related careers while improving their cyber street smarts. The CSSL incorporates additional “outside of the computer” activities to strengthen students’ engagement such as structured in-classroom discussions, mock trials, and in-person interactions with practitioner role models. The CSSL was piloted in various forms to assess the suitability for in-school and out-of-school settings, and the students predominantly represented racial minorities. Research in this project relied on a mixed methods approach for data collection and analysis, including qualitative and quantitative methods, reinforced using learning analytics generated from the students clicking through the interface and interacting with the system. Analysis of gathered data indicate that the virtual learning environment developed in this project is highly effective for teaching digital forensic knowledge, skills, and abilities that are directly applicable in the workplace. Furthermore, the strategies for gender inclusive STEM instruction implemented in CSSL are effective for engaging girls without being harmful to boys’ engagement. Learning STEM through digital forensic science taps into girls’ motivations to address real-world problems that have direct relevance to their lives, and to protect and serve their community. After participating in the educational program, girls expressed a significantly greater increase in interest, relative to boys, in learning more about careers related to digital forensics and cybersecurity.

Jeannine Finton has over 30 years experience in the field of informal science/STEM education, working for organizations including the Maryland Science Center, Liberty Science Center, 4-H, and Baltimore Museum of Industry. She is a certified Library Associate in Maryland, where she worked for 7 years in the Harford County Public Library system conducting STEM programs and developing a system for circulating science equipment. In her position as Sr. Manager of Pre-College Outreach for the American Society of Civil Engineers she provides training and support for engineers interested in working with children. Keliann LaConte, STAR Net/Space Science Institute Over the past decade, Keliann LaConte has worked with library, education, and STEM professionals to support the "STEM in libraries" movement in the U.S. As a 2018-19 Fulbright Global Scholar, Keliann is conducting research and professional development on the topic of STEM learning in libraries in Australia and the UK. Keliann co-convened the 2015 Public Libraries & STEM conference, and she currently provides resources and training to U.S. librarians as a member of the STAR Library Network (STAR Net) leadership team. Her training includes a bachelor's degree in Chemistry from the University of Denver; she also has a master's degree in Environmental Science and Engineering from Caltech, and she performed astrobiology research at NASA's Jet Propulsion Laboratory. Jennifer Jocz, Education Development Center Jennifer Jocz is a Research Associate at Education Development Center (EDC). Her work focuses on mixed methods evaluations of science, technology, engineering, and mathematics (STEM)-focused education programs and interventions in formal and informal settings.