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BackgroundIn the past decades, much research has focused on investigating primary school students’ stereotypes in science to fathom better and address perceptions that can influence their interest and participation in STEM fields.PurposeThis study examines perceptions and stereotypes of scientists of Greek primary school students, utilizing the Draw-A-Science-Comic (DASC) test, a new research instrument.SampleA convenience sample of 208 students, aged 10–12, from urban schools in Ioannina, participated in the research.Design and methodsThe analysis focused on scientists’ gender, scientific activities, research locations, scientists’ appearance, emotions, and attitudes.ResultsKey findings revealed significant gender biases, with male scientists depicted in 70.2% of the comics and only 13% featured female scientists. Boys predominantly portrayed male scientists, while girls included more mixed-gender teams but still preferred male figures. Stereotypical indicators (i.e. lab coats, glasses, indoor laboratory settings) were common.ConclusionThe study underscores the persistence of gender stereotypes and a narrow view of scientific work among young students. Positive emotions towards science were prevalent, suggesting a foundation for fostering interest in STEM fields. This research contributes to the ongoing dialogue on promoting diversity and inclusivity in STEM education, emphasizing the importance of early interventions to challenge stereotypical perceptions of scientists.
Stylos et al. (Tue,) studied this question.