How they look like and what they do?
The perception of Chilean students’ on scientists and scientific work.
Abstract
This paper describes the scientific view of 363 secondary female Chilean students according
to the Draw a Scientist Test (Chambers, 1983). The sample includes participants from 9
schools both private and public school, including a wide range of socioeconomic level (SEL).
The drawings were analysed using Chambers (1983) 7 indicators of stereotype image,
alternatives indicators and no stereotype indicators. The data were coded and then analysed
using not parametric statistical test. The results shown that the students usually present a
stereotypical image of the scientist, nonetheless it was also found cases in which the scientist
were described with darker hair, casual clothing and smile faces. The answer to the question:
“What is the scientist doing?” showed generally basic scientific actions as observing and
comparing. However it was also found in a lower frequency hypothesis formulation and
interpretation. The comparative analysis using SEL indicates difference in both drawing and
narratives. Implications for the scientific education in different SEL schools are discussed.
Objectives or purposes
The work of scientist has been identified as a critical for the development of all countries.
This idea has underpinned an increscent worldwide investment in the preparation of scientist
in all level including primary and secondary schools. However studies suggest difficulties
and challenges in order to implement and improve the teaching of science at school level.
One of these issues regards with the perception of students about the role of scientist and
preconception about science itself.
The purpose of this study was to examine Chilean female students’ perceptions of scientists
through their images drawn on the DAST. The following research questions established the
direction of the research: (1) What are the perceptions of scientists that are held by Chilean
female high school students? (2) What are the perceptions of scientist work are held by them?
And (3) Do these perceptions differ among socioeconomic level of the schools?
Perspective(s) or theoretical framework
The image that students have of scientist may be related to the image that students have
regarding science (Türkmen, 2008). Thus, a more realistic and less stereotypical scientist,
have been associated with a more positive attitude toward science, and therefore, to the
possibility of better learning, and eventually, to pursue scientific careers (Finson, Beaver, &
Cramond, 1995; Finson, 2002, Türkmen, 2008). On the other hand, a negative stereotypic
view of scientists is associated with a negative perception of science. The test "Draw a
Scientist", developed by Chambers (1983) has been widely used for study the image that
students have about scientists. This author described seven indicators of what he called a
'stereotypical scientist "(see Table 1). Other researchers have suggested additional indicators
to the stereotypical image of scientists proposed by Chambers (1983). These include: male
gender (Barman, 1999; Finson et al., 1995; Türkmen, 2008), work in the lab (Barman, 1999;
Finson et al., 1995; Türkmen, 2008), the presence of natural elements (She,1995; Fung, 2002)
and others (see also Table 1).Since less stereotyped images of a scientist have been
associated with a more positive attitude towards science (Finson et al., 1995; Türkmen, 2008),
it becomes interesting to study the image of scientists in the context of South America,
because students at this region generally had showed poor achievements in international as
PISA (OCDE, 2010). Moreover, because Chile shows a marked stratification of social
classes, it becomes very interesting to see if the image of scientists is different depending on
student socioeconomic status (Chambers, 1983).
In Chile, international and national test about scientific competencies has shown a wide gap
between students achievement of different socioeconomic levels. The gap indicates that
students with low scores came from poorest contexts. Therefore, it becomes especially
important to assess whether the observed differences in science learning of students, is also
shown in the image that they have of scientists and science. Besides, Chile in opposition to
most countries which participated in PISA, it has systematically showed a significant
difference according to gender, presenting higher score on males over females’ students
(2000 to 2009). Additionally, Chile present a shortage of scientists according to it needs of
developments (Allende et al, 2005). Therefore, it becomes more relevant to identify the
Chilean female student’s perception about scientist and scientific work.
Methods, techniques or modes of inquiry
Participants
This research involved 363female students of grades11th (n=173) and12th (n =190). The
students belonged to nine schools in the region of Valparaíso, Chile. The ages of the students
ranged between 15 – 18 years. Socioeconomic status of students varied according to their
school.
Data Collection
The DAST (Chambers, 1983) was administered by the researchers in the students’ science
classes over a period of one month during the 2009 spring semester. Students were directed to
complete the DAST according to the following prompt ‘Draw a scientist at work in the space
below’ (Chambers, 1983; Finson, 2002; Laubach et al., 2012). On the following page of their
instructions, students were directed to ‘Explain what the scientist is doing’ (as modified from
Türkmen, 2008).
Data Analysis
For drawing analysis, 15% of the sample was analyzed for exploratory purposes, allowing
the generation of new categories. The inter-rater reliability was determined to be 0.85–
0.90. Scoring was accomplished by coding each of the 15 indicators with either 1 or 0
points pending on the presence or absence of the specific indicator. The total score (0–15)
for each drawing was determined by adding the traditional and alternative stereotypical
subtotals. The more the items checked on the DAST-C, the more stereotypes appear in the
student drawings.
For the inquiry skills analysis described in the second question by the students, we follow
the classification of Padilla (1990), who recognized between basic and integrated inquiry
skills. This analysis was also performed by two researchers and the inter-rater reliability was
> 0.90.The total score of basic and integrated skills for each response was also determined.
Results and/or conclusions/points of view
In general, Chilean female students viewed scientists having some stereotypical aspect such
as: being a male (73%-85%), using a lab coat (60%–80%), working inside the lab (67%–
84%), and with research symbols (88%–80%). However, they also include some nontraditional stereotypical aspect such as a scientist with black or brown hair (65%-90%) and
working with a smile (45%–60%). On the other hand, when we analyze the number of
traditional stereotypical aspects, and the alternative stereotypical images by students (Finson,
2002; Laubach et al., 2012) the mean value were close to 3 (2.9 – 3.6 and 2.5 –
3.1respectively). The mean number of non-stereotypical aspects by student was near 2
The result of inquiry skills analysis were that most students describe scientist work doing
basic science process skills such as observing (21–45%), comparing (7% – 21 %) and
communicating (3–19%). Finally, when the results are analyzed by socioeconomic level, no
differences were found in drawing scientist or answer the question about what was doing the
scientist (Table 1 and 2).
Educational importance of this study for theory, practice, and/or policy
The improving of scientific preparation is a critical asset for the development of any country.
Especially critical is the Chilean case were the evidence suggest a shortage of qualify
scientist. Intervention at the most early stage possible could generate a high impact not only
in improving the teaching but also in student´s interest. Considering the large sample
collected, the results of this study can support the design of local and national initiatives for
improving scientific preparation in all levels of the school.
Connection to the themes of the congress
This presentation is aligned with the sub-theme 3: “Exploring and Understanding
Contemporary Approaches to Teaching and Learning” and specifically with the topic:
“Curriculum models in different models of learning”. Considering the interest of ICSEI for
international issues in education (such as science and science teaching) we believe that this
study can collaborate in identifying global challenger for school and teaching improvement.
References
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