Abstract:

Historically, students narrow perceptions of science have deterred diverse populations from entering careers in science. A Framework for K-12 Science Education was written as a foundation for national standards in the United States with the vision that more students, and a more diverse population of students, will pursue STEM careers when they engage in quality science instruction beginning in kindergarten and continuing through grade 12. Realizing a new vision of quality science instruction calls for a systemic shift in teacher preparedness and professional development. This quasi-experimental pretest/posttest research design used a Draw-A-Scientist Test (DAST) to evaluate students’ perception of scientists, science, and science self-concept before and after the implementation of a comprehensive professional development program. The intervention included the participation of one urban and one rural school district in a research and practice partnership (RPP) with a local university, that provides teacher professional development workshops; resources and materials for science instruction; classroom coaching; and administration support for principals and superintendents. Two coders used a modified DAST rubric to analyze purposeful sample of 460 drawings from students age 5-8. Inter-rater reliability was established using Cohen’s kappa (k=.780,p<.0005). Perception of scientists were identified as traditional, sensational, or progressive. Posttest data show a significant increase in progressive perceptions of scientists including an increase in female scientists, scientists working outside of the tradition lab, and scientists engaging in scientific practices. These findings contribute to literature on professional development programs and the importance of beginning science instruction in early elementary classrooms as a factor in changing students’ perceptions of scientist, science attitudes, and science self-concept which may influence career aspirations.

Keywords:

Perception of scientist, science self-concept, STEM professional development, STEM education, primary education, women in STEM.