Greek primary school students’ images of scientists and their work: has anything changed?

Emvalotis, Anastassios; Koutsianou, Athina

doi:10.1080/02635143.2017.1366899

Cited by 50 publications

(66 citation statements)

References 31 publications

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“…Alternatively, the SJSC experience in science may not match students' experiences of science in the classroom. Research shows that this mismatch influences identity development (Zhai et al, 2013;Braund and Driver, 2005;Emvalotis and Koutsianou, 2017;Tan et al, 2015). Student participants in the program are self-selected and likely to have strong, positive STEM identities at the beginning of the program fostered, at least in part, by their success in the science classroom, which is unlikely to reflect authentic science.…”

Section: Discussionmentioning

confidence: 99%

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

Ayers

Wade‐Jaimes

Wang

et al. 2020

JSTEM

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Informal science, technology, engineering, and math (STEM) programs are important tools for broadening participation in STEM careers. The St. Jude STEM Club (SJSC) is a 10-week afterschool STEM club focused on real-world problems in pediatric cancer research and designed for students in the fifth grade. The SJSC is conducted in partnership with the Shelby County Schools (SCS), an urban school district that encompasses Memphis, TN and serves a disproportionate number of students from underrepresented backgrounds in science. In this report, we provide details on the club logistics, curriculum, pilot data and outcomes related to club impact on student attitudes towards science, and challenges and limitations of the program. Participants in the program reported significantly higher rates of STEM engagement, STEM identity, critical thinking, perseverance, and relationships with peers and adults compared to national normative data. This program description is intended to serve as a resource for other institutions wanting to use a similar strategy to broaden participation in STEM careers.

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Section: Discussionmentioning

confidence: 99%

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

Ayers

Wade‐Jaimes

Wang

et al. 2020

JSTEM

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“…In addition to the standard image, this can be applied to the stereotypes regarding the scientific activities (cf. Emvalotis & Koutsianou, 2018) and other aspects, and it is paramount to address these issues at an early age. In order to do so, we must have a wider and deeper understanding of young children's stereotypes and conceptions affecting their attitudes (Campbell, Schwarz, & Windschitl, 2016;Duit, Gropengießer, Kattmann, Komorek, & Parchmann, 2012;Farland-Smith, Finson, Boone, & Yale, 2012).…”

Section: The Influence Of the Stereotypic Imagementioning

confidence: 99%

“…Including activity into the evaluation was a step towards better understanding children's views and attitudes towards science. As recent studies show, the attitudes are more related to conceptions of what scientists do instead of what they look like (Christidou et al, 2016;Emvalotis & Koutsianou, 2018).…”

Section: The Stereotypic Image and The Modified Dastmentioning

confidence: 99%

“…Farland-Smith, 2012;Reinisch et al, 2017). Emvalotis and Koutsianou (2018) have pointed out that students' attitudes towards science are probably more linked to their views about science as an activity than to their conceptions about the appearance of scientists. This in mind, Lamminpää, Vesterinen and Puutio (2020) introduced a new method: the Draw-A-Science-Comic (DASC).…”

Section: Introductionmentioning

confidence: 99%

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Draw-A-Science-Comic: Alternative prompts and the presence of danger

Lamminpää

Vesterinen

2020

LUMAT

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The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

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“…The experiences youth have with science in school shape the perceptions they have about their performance/ characteristics. Unfortunately, many students perceive a mismatch between what it means to do science in the classroom and what science in real life entails (Zhai et al 2013), and this mismatch influences identity development (Braund and Driver 2005; Emvalotis and Koutsianou 2017; Tan et al 2015; Zhai et al 2013).…”

Section: Introductionmentioning

confidence: 99%

The nature of science identity and its role as the driver of student choices

2018

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BackgroundA major concern in science education involves the under-representation of many groups in science and technology fields, especially by gender (Brotman and Moore, J Res Sci Teach 45:971–1002, 2008; Clark Blickenstaff, Gend Educ 17:369–386, 2006), stemming from an intersection of systemic obstacles (Cantú, Equity Excell Educ 45:472–487, 2012; Rosa and Mensah, Phys Rev Phys Educ Res 12:020113, 2016). Research on persistence of minoritized populations within science trajectories has often highlighted identity as particularly important (Archer et al., Sci Educ 94:617–639, 2010; Barton and Calabrese, Am Educ Res J 50:37–75, 2007; Barton et al., Am Educ Res J 50:37–75, 2013; Merolla and Serpe, Soc Psychol Educ 16:575–597, 2013).ResultsThis study quantitatively investigated the nature of science identity in over 1300 seventh and ninth grade students from a range of urban US public schools using survey data on science identity, choice preferences, and optional science experiences. Factor analyses validated this conceptualization of science identity as integrating perceived internal and external identity components. Regression analyses revealed the importance of this conceptualization of science identity for driving students’ choices at this crucial developmental period. Furthermore, science identity had a complex differential function in supporting students’ optional science choices by gender.ConclusionsThe novel contribution to the science identity field highlights the specific multi-component ways in which students endorse science identity in middle school and early high school. There was an important finding that science identity has a complex differential function in supporting student’s optional science choices by gender. Thus, at this age, developing a strong science identity is especially critical for girls.Electronic supplementary materialThe online version of this article (10.1186/s40594-018-0140-5) contains supplementary material, which is available to authorized users.

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Greek primary school students’ images of scientists and their work: has anything changed?

Cited by 50 publications

References 31 publications

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

Draw-A-Science-Comic: Alternative prompts and the presence of danger

The nature of science identity and its role as the driver of student choices

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