American and Greek Children’s Visual Images of Scientists: Enduring or Fading Stereotypes?

Science and Education

Volumn 25, Issue 5-6, 2016, Pages 497-522

  Christidou, Vasilia ^a   Bonoti, Fotini ^a   Kontopoulou, Argiro ^a  

^a UNIVERSITY OF THESSALY   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84966700833     PISSN: 09267220     EISSN: 15731901     Source Type: Journal    
DOI: 10.1007/s11191-016-9832-8     Document Type: Article

References (87)

1. Anagnostopoulou, K., Hatzinikita, V., Christidou, V., & Dimopoulos, K. (2013). PISA test items and school-based examinations in Greece: Exploring the relationship between global and local assessment discourses. International Journal of Science Education, 35(4), 636–662.
2. Andreou, E., & Bonoti, F. (2010). Children’s bullying experiences expressed through drawings and self-reports. School Psychology International, 31(2), 164–177.
3. Apostolou, A. (2007). Science teachers’ philosophical and pedagogical beliefs: An empirical study [in Greek]. Ph.D. dissertation, Department of Education, University of the Aegean, Rhodes.
4. Avraamidou, L. (2013). Superheroes and supervillains: Reconstructing the mad-scientist stereotype in school science. Research in Science & Technological Education, 31(1), 90–115.
5. Barman, C. R. (1996). How do students really view science and scientist? Science and Children, 34(1), 30–33.
6. Barman, C. R. (1999). Students’ views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10(1), 43–54.
7. Barton, A. C., & Yang, K. (2000). The culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871–889.
8. Beal, C. R., & Arnold, D. S. (1990). The effect of instructions on view-specificity in young children’s drawing and picture selection. British Journal of Developmental Psychology, 8(4), 393–400.
9. Bodzin, A., & Gehringer, M. (2001). Breaking science stereotypes: Can meeting actual scientists change students’ perceptions of scientists? Science and Children, 39(1), 36–41.
10. Bowtell, E. (1996). Educational stereotyping: Children’s perceptions of scientists: 1990’s style. Investigating: Australian Primary and Junior Science Journal, 12(1), 4–10.
11. Boylan, C. R., Hill, D. M., Wallace, A. R., & Wheeler, A. E. (1992). Beyond stereotypes. Science Education, 76(5), 465–476.
12. Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Research, 48(1), 121–132.
13. Bullen, E., & Mallan, K. (2011). Local and global: Cultural globalization, consumerism and children’s fiction. In K. Mallan & C. Bradford (Eds.), contemporary children’s literature and film—Engaging with theory (pp. 57–78). New York: Palgrave Macmillan.
14. Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw-a-Scientist Test. Science Education, 67(2), 255–265.
15. Cherney, I. D., & London, K. (2006). Gender-linked differences in the toys, television shows, computer games, and outdoor activities of 5-to 13-year-old children. Sex Roles, 54(9–10), 717–726.
16. Christidou, V., Hatzinikita, V., & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21(5), 626–647.
17. Cogan, L. S., Wang, H. A., & Schmidt, W. H. (2001). Culturally specific patterns in the conceptualization of the school science curriculum: Insights from TIMSS. Studies in Science Education, 36, 105–133.
18. Cox, M. V. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
19. Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Saddle River, NJ: Prentice Hall.
20. Crothers, L. (2013). Globalization and American Popular Culture (3rd ed.). Lanham, MD: Rowman & Littlefield Publishers.
21. DeWitt, J., Archer, L., & Osborne, J. (2013). Nerdy, brainy and normal: Children’s and parents’ constructions of those who are highly engaged with science. Research in Science Education, 43(4), 1455–1476.
22. Digital School. (n.d.) Diathematiko Eniaio Plesio Programmatos Spoudon (DEPPS). Retrieved 22 Jan 2015 from http://ebooks.edu.gr/courses/DSDIM-A105/document/4e256311jz3b/4e2563bajfj7/4e25aac5i6dj.pdf.
23. Farland-Smith, D. (2009a). How does culture shape students’ perceptions of scientists? Cross-national comparative study of American and Chinese elementary students. Journal of Elementary Science Education, 21(4), 23–42.
24. Farland-Smith, D. (2009b). Exploring middle school girls’ science identities: Examining attitudes and perceptions of scientists when working “side-by-side” with scientists. School Science and Mathematics, 109(7), 415–427.
25. Farland-Smith, D. (2012). Development and field test of the modified Draw-a-Scientist Test and the Draw-a-Scientist Rubric. School Science and Mathematics, 112(2), 109–116.
26. Farland-Smith, D., Finson, K., Boone, W. J., & Yale, M. (2014). An investigation of media influences on elementary students representations of scientists. Journal of Science Teacher Education, 25(3), 355–366.
27. Finson, K. D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102, 335–345.
28. Finson, K. D., Beaver, J. B., & Cramond, B. L. (1995). Development and field test of a checklist for the Draw-A-Scientist Test. School Science and Mathematics, 95(4), 195–205.
29. Flicker, E. (2008). Women scientists in mainstream film. In B. Ηüppauf & P. Weingart (Eds.), Science images and popular images of the sciences (pp. 241–256). New York, NY: Routledge.
30. Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26, 8–13.
31. Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students’ images of scientists. Research in Science and Technological Education, 20(2), 199–213.
32. Hatzinikita, V., Christidou, V., & Bonoti, F. (2009). Teachers’ pictorial representations of the scientist. In A. Selkirk & M. Tichenor (Eds.), Teacher education: Policy, practice and research (pp. 233–249). Hauppauge, NY: Nova Science Publishers.
33. Hatzinikita, V., Dimopoulos, K., & Christidou, V. (2008). PISA test items and school textbooks related to science: A textual comparison. Science Education, 92(4), 664–687.
34. Haynes, R. (2003). From alchemy to artificial intelligence: Stereotypes of the scientist in Western literature. Public Understanding of Science, 12(3), 243–253.
35. Hill, D., & Wheeler, A. (1991). Towards a clearer understanding of students’ ideas about science and technology: An exploratory study. Research in Science and Technological Education, 9(2), 125–137.
36. Ηüppauf, B., & Weingart, P. (2008). Images in and of science. In B. Ηüppauf & P. Weingart (Eds.), Science images and popular images of the sciences (pp. 3–31). New York, NY: Routledge.
37. Jolley, R. R. (2010). Children and pictures: Drawing and understanding. West Sussex: Wiley-Blackwell.
38. Jones, R. A. (1998). The scientist as artist: A study of the man in the white suit and some related British film comedies of the postwar period (1945–1970). Public Understanding of Science, 7(2), 135–147.
39. Kelly, J. (2000). Rethinking the elementary science methods course: A case for content pedagogy, and informal science education. International Journal of Science Education, 22(7), 755–777.
40. Koulaidis, V., Papadakis, N., & Dimopoulos, K. (2006). PISA programme: evaluation and challenges [in Greek]. Comparative and International Educational Review, 6, 33–57.
41. Locke, S. (2005). Fantastically reasonable: Ambivalence in the representation of science and technology in super-hero comics. Public Understanding of Science, 14(1), 25–46.
42. Long, M., & Steinke, J. (1996). The thrill of everyday science: Images of science and scientists on children’s educational science programmes in the United States. Public Understanding of Science, 5(2), 101–119.
43. Losh, S. C., Wilke, R., & Pop, M. (2008). Some methodological issues with “Draw a Scientist Tests” among young children. International Journal of Science Education, 30(6), 773–792.
44. Maneesriwongul, W., & Dixon, J. K. (2004). Instrument translation process: A methods review. Journal of Advanced Nursing, 48(2), 175–186.
45. Maoldomhnaigh, M. O., & Hunt, A. (1988). Some factors affecting the image of the scientist drawn by older primary school pupils. Research in Science and Technological Education, 6(2), 159–166.
46. Maoldomhnaigh, M. O., & Mhaolain, V. N. (1990). The perceived expectation of the administrator as a factor affecting the sex of scientists drawn by early adolescent girls. Research in Science and Technological Education, 8(1), 69–74.
47. Mason, C. L., Kahle, J. B., & Gardner, A. L. (1991). Draw-a-Scientist Test: Future implications. School Science and Mathematics, 91, 193–198.
48. McAdam, J. E. (1990). The persistent stereotype: Children’s images of scientists. Physics Education, 25(2), 102.
49. McCarthy, D. (2015). Teacher candidates’ perceptions of scientists: Images and attributes. Educational Review, 67(4), 389–413.
50. McNay, M. (1988). Children’s views of science. Crucible, 19, 13–15.
51. Mead, M., & Metraux, R. (1957). The image of the scientist among high school students: A pilot study. Science, 126, 384–390.
52. Monhardt, R. M. (2003). The image of the scientist through the eyes of Navajo children. Journal of American Indian Education, 42(3), 25–39.
53. Moore, V. (1986). The relationship between children’s drawings and preferences for depictions of a familiar object. Journal of Experimental Child Psychology, 42, 187–198.
54. Moseley, C., & Norris, D. (1999). Preservice teachers’ views of scientists. Science and Children, 37(6), 50–53.
55. Narayan, R., Park, S., & Peker, D. (2009). Sculpted by culture: Students’ embodied images of scientists. In Proceedings of the 3rd international conference to review research on science, technology and mathematics education (pp. 45–51), Mumbai, India. http://cvs.gnowledge.org/episteme3/proc_pdf.php.
56. National Research Council (U.S.). (1996). National science education standards: Observe, interact, change, learn. Washington, DC: National Academy Press. Retrieved from http://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf.
57. National Science Teachers Association. (2002). NSTA position statement: Elementary school science. Retrieved from http://www.nsta.org/about/positions/elementary.aspx.
58. Newton, L. D., & Newton, D. P. (1998). Primary children’s conceptions of science and the scientist: Is the impact of a National Curriculum breaking down the stereotype? International Journal of Science Education, 20(9), 1137–1149.
59. Pansegrau, P. (2008). Stereotypes and images of scientists in fiction films. In B. Ηüppauf & P. Weingart (Eds.), Science images and popular images of the sciences (pp. 257–266). New York, NY: Routledge.
60. Parsons, E. C. (1997). Black high school females’ images of the scientist: Expression of culture. Journal of Research in Science Teaching, 34(7), 745–768.
61. Pellegrini, A. D. (1992). Preference for outdoor play during early adolescence. Journal of Adolescence, 15(3), 241–254.
62. Picard, D., & Boulhais, M. (2011). Sex differences in expressive drawing. Personality and Individual Differences, 51(7), 850–855.
63. Pion, G. M., & Lipsey, M. W. (1981). Public attitudes toward science and technology: What have the surveys told us? Public Opinion Quarterly, 45(3), 303–316.
64. Quita, I. N. (2003). What is a scientist? Perspectives of teachers of color. Multicultural Education, 2(1), 29–31.
65. Rubin, E., Bar, V., & Cohen, A. (2003). The images of scientists and science among Hebrew- and Arabic-speaking pre-service teachers in Israel. International Journal of Science Education, 25(7), 821–846.
66. Samaras, G., Bonoti, F., & Chistidou, V. (2012). Exploring children’s perceptions of scientists through drawings and interviews. Procedia - Social and Behavioral Sciences, 46, 1541–1546.
67. Scherz, Z., & Oren, M. (2006). How to change students’ images of science and technology. Science Education, 90(6), 965–985.
68. Schibeci, R. A., & Riley, J. P. (1986). Influence of students’ background and perceptions on science attitudes and achievement. Journal of Research in Science Teaching, 23(3), 177–187.
69. Schibeci, R. A., & Sorensen, I. (1983). Elementary school children’s perceptions of scientists. School Science and Mathematics, 83(1), 14–19.
70. Schummer, J., & Spector, T. I. (2008). Popular images versus self-images of science. In B. Ηüppauf & P. Weingart (Eds.), Science images and popular images of the sciences (pp. 69–95). New York, NY: Routledge.
71. Sharkawy, A. (2009). Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists. Journal of Elementary Science Education, 21(1), 67–78.
72. She, H. C. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Research in Science and Technological Education, 16(2), 125–135.
73. Sjøberg, S. (2002). Science for the children? Report from the SAS-project, a cross-cultural study of factors of relevance for the teaching and learning of science and technology. Oslo: University of Oslo. http://folk.uio.no/sveinsj/sas_report_new%20.pdf.
74. Skoumios, M., & Savvaidou-Kambouropoulou, M. (2012). Investigating pupils’ images of science teaching using drawings. International Journal of Science in Society, 3(2), 179–192.
75. Smolleck, L. D., Zembal-Saul, C., & Yoder, E. P. (2006). The development and validation of an instrument to measure preservice teachers’ self-efficacy in regard to the teaching of science as inquiry. Journal of Science Teacher Education, 17(2), 137–163.
76. Song, J., & Kim, K. S. (1999). How Korean students see scientists: The images of the scientist. International Journal of Science Education, 21(9), 957–977.
77. Sperber, A. D. (2004). Translation and validation of study instruments for cross-cultural research. Gastroenterology, 126, S124–S128.
78. Steinke, J. (1997). A portrait of a woman as a scientist: Breaking down barriers created by gender-role stereotypes. Public Understanding of Science, 6(4), 409–428.
79. Steinke, J. (2005). Cultural representations of gender and science: Portrayals of female scientists and engineers in popular films. Science Communication, 27(1), 27–63.
80. Steinke, J., Lapinski, K. M., Crocker, N., Zietsman-Thomas, A., Williams, Y., Evergreen, H. S., & Kuchibhotla, S. (2007). Assessing media influences on middle school-aged children’s perceptions of women in science using the Draw-A-Scientist Test (DAST). Science Communication, 29(1), 35–64.
81. Sumrall, W. J. (1995). Reasons for the perceived images of scientists by race and gender of students in grades 1–7. School Science and Mathematics, 95(2), 83–90.
82. Symington, D., & Spurling, M. (1990). ‘The Draw-A-Scientist Test’: Interpreting the data. Research in Science and Technological Education, 8(1), 75–77.
83. Tamir, P. (1991). Factors associated with the acquisition of functional knowledge and understanding of science. Research in Science and Technological Education, 9(1), 17–37.
84. Texas Education Agency. (2009). Texas essential knowledge and skills for science—Subchapter A. Elementary. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html.
85. Thomas, G. V., & Silk, A. M. (1990). An introduction to the psychology of children’s drawings. Hemel Hemstead: Harvester Wheatsheaf.
86. Turkmen, H. (2008). Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists. Eurasian Journal of Mathematics, Science & Technology Education, 4(1), 55–61.
87. Weingart, P. (2008). The ambivalence towards new knowledge: Science in fiction film. In B. Ηüppauf & P. Weingart (Eds.), Science images and popular images of the sciences (pp. 267–281). New York, NY: Routledge.