Abstract:

In a world where science has become a powerful tool for progress, driven by rapid scientific and technological advancements, it is crucial for a scientifically literate society to feel part of this process and be able to engage with it from an early age. The purpose of the present study is to highlight that science is present in most areas of society and, in particular, in the immediate environment of students, making it accessible to them from an early age and thus enhancing their participation in a society where scientific knowledge is key. However, children do not always associate these everyday activities with science due to their young age and the complexity and abstraction required to grasp certain scientific concepts. This study seeks to explore the vision of science in kindergarten students, as well as the factors that may influence the building of their science identity and perceptions.

There is vast literature showing students’ vision of science shaped by stereotypes from early years, such as science being seen as chemistry experiments and scientists as white males wearing lab coats, goggles, and working individually in laboratories. To avoid perpetuating these limiting perceptions of science, this research attempts to promote a view of science that is authentic and inclusive, sparking interest in science among children and ultimately fostering their scientific identity and literacy. For this purpose, an educational intervention was designed and implemented in a class of 3-4-year-old children to present the wide range of possibilities that science offers and bring it closer to students from an early age, showcasing the diversity of professions related to science found in daily life. The impact of this intervention on the students’ visions of science was assessed using the DAST tool (Draw-a-Scientist Test) along with short picture-explanation interviews before and after its implementation. The retrieved data was analyzed by categorizing the pictures based on different features previously described in the literature as meaningful to explore students’ visions of science.

To gain a deeper understanding of the children’s perceptions of science, the study also explored how certain factors in their close environment, including family and teachers, could affect them. Thus, within the framework of this study, a questionnaire based on previously validated research instruments was developed to descriptively analyze attitudes and perceptions about science among the students’ families and teachers involved in this research.

The research results highlight the relevance of families and teachers as crucial role models for students. Considering their influence on the building of students’ scientific identity is key. Accordingly, setting up empowering environments where students’ talents are not limited and where they feel supported in the development of their science identity can start with the active engagement of teachers and families in their science education. Finally, didactic proposals explicitly linking science with the students’ interests and close reality can broaden their vision of science toward a more authentic and accessible one, which can be decisive for them to become involved in this field.

Keywords:

Kindergarten education, science, vision of science, DAST, inclusion.