Primary children's ideas about doing science at school and the work of scientists

Abstract

Research shows (Abela & Pace, 2000) that children form stereotypic images of scientists as early as at primary level. Such stereotypes influence the type of science children expect to experience at school. This research aims to probe children's view of what it means to do science at primary level and their view of what scientists' work consists of. A comparative analysis between these two views was carried out across age, gender and schools. The study involved asking 115 students, from an urban and a rural school both in the northern part of Malta, to draw a scientist at work, and themselves doing science. In-depth interviews with 5 students from each year group (years 4 - 6), were also carried out. The typical image depicted was that of a solitary, indoor scientist, involved in chemistry/physics-based experiments. Similar to Abela & Pace's (2000) research, the image of the female scientist gained popularity though the male figure still dominated. The young scientist was as popular as the middle-aged one, while lab coats, eyeglasses, and facial hair appear to have lost most of their popularity. The development of students' less stereotypical views of science and scientists is possible by giving primary students the opportunity to meet various scientists of both gender and to discuss not simply accept all that is viewed in the media.