Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference?

Abstract

This article presents the results of a mixed methods study that used the Draw-a-Scientist Test (DAST) as a visual tool for exploring preservice teachers' beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K-8) and secondary (8-12) science methods courses. Taken as a whole, the images drawn by preservice teachers reflected the stereotype of a scientist as a man with a wild hairdo who wears a lab coat and glasses while working in a laboratory setting. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers' program and previous science experiences. Post degree students in secondary science methods courses created images of scientists with fewer stereotypical elements than drawings created by students in the regular elementary program.

Gender disparities in students’ motivational experiences in high school science classrooms

“…Today, even though few U.S. adults openly endorse gender stereotypes in STEM (e.g., Schmader, Johns, & Barquissau, ; Shumow & Schmidt, ), teachers’ behavior may nonetheless unintentionally reflect implicit bias and internalized stereotypes (e.g., Milford & Tippett, ). In fact, classic and contemporary research have documented discriminatory treatment of girls in science, suggesting that teachers’ interaction patterns differ across student genders.…”

Scientist-Image Stereotypes: The Relationships among their Indicators

“…However, in most previous studies (Barman, 1999;Bowtell, 1996;Chambers, 1983;Medina-Jerez et al 2011;Milford & Tippett, 2013) conducted in terms of grade school, students were stated to have scientist-image stereotypes. According to these studies, because media and textbooks all over the world contain scientific figures illustrating stereotypical images, students are forced to construct this image through these materials (She, 1998).…”

“…Like Chambers (1983), other researchers (Barman, 1999;Bowtell, 1996;Buldu, 2006;Fung, 2002;She, 1998) achieved the same results. Another factor affecting students' scientist-images is the students' academic discipline (Bilen, Ozel, & Bal, 2012;Milford & Tippett, 2013). According to Bilen et al (2012), the scientist images of students enrolled in primary-school mathematics education departments are more stereotypical than their counterparts who have enrolled in history science departments.…”

Investigating The Extent That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession

“…The DAST has been successfully used to examine students' stereotypes, general knowledge, and perceptions about engineers or scientists, and as a tool to evaluate the effectiveness of curriculum and experiences focused on expanding students perspectives about science (Miele, 2014;Milford & Tippett, 2013). In this study, it was used to investigate students' perceptions of engineers and engineering's interaction with social issues.…”