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<p>Recognizing the differences in children’s perceptions of scientists across various cultures and developmental stages is crucial for promoting equitable science education. This study examined gender and grade-level differences in Chinese elementary students’ perceptions of scientists using Draw-A-Scientist Test (DAST). A cohort of 1,335 third- to fifth-grade students illustrated their conceptions of scientists, which were systematically analyzed using a novel coding protocol grounded in prior literature, incorporating both drawing and epistemic network analysis. Results revealed culturally hybrid conceptions: Chinese children blended stereotypical traits with updated elements, diverging from Western norms. Gender differences emerged: boys exhibited stronger stereotypes about scientists’ appearance but depicted broader scientific activities. Grade-level progression showed the third-graders’ simplistic views, the fourth-graders’ richer and diverse depictions, and the fifth-graders’ regression to traditional stereotypes, identifying fourth grade as a critical transitional phase. These findings highlight the cultural and developmental nuances shaping scientific epistemologies and underscore the urgency of reforming Chinese science education to counteract stereotypes and foster inclusive conceptions of scientists.</p>

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Exploring Elementary Students’ Perceptions of Scientists Through Drawing and Epistemic Network Analysis: Uncovering Differences by Grade and Gender

  • 期刊论文

  • 发表日期：

    2025年7月5日

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  • Shuwen Yu,
  • Lei Du,
  • Yeling Xie,
  • Zongyan Chen

摘要

Recognizing the differences in children’s perceptions of scientists across various cultures and developmental stages is crucial for promoting equitable science education. This study examined gender and grade-level differences in Chinese elementary students’ perceptions of scientists using Draw-A-Scientist Test (DAST). A cohort of 1,335 third- to fifth-grade students illustrated their conceptions of scientists, which were systematically analyzed using a novel coding protocol grounded in prior literature, incorporating both drawing and epistemic network analysis. Results revealed culturally hybrid conceptions: Chinese children blended stereotypical traits with updated elements, diverging from Western norms. Gender differences emerged: boys exhibited stronger stereotypes about scientists’ appearance but depicted broader scientific activities. Grade-level progression showed the third-graders’ simplistic views, the fourth-graders’ richer and diverse depictions, and the fifth-graders’ regression to traditional stereotypes, identifying fourth grade as a critical transitional phase. These findings highlight the cultural and developmental nuances shaping scientific epistemologies and underscore the urgency of reforming Chinese science education to counteract stereotypes and foster inclusive conceptions of scientists.