Primary children's conceptions of science and the scientist: is the impact of a National Curriculum breaking down the stereotype?

Abstract

Past research has shown that children hold images of scientists and their work which fit a stereotype of scientists as male, balding, bespectacled and with a laboratory coat, working alone in a chemistry laboratory environment. Such stereotypes have been shown to form early and strategies intended to change perceptions may be applied too late and too narrowly. Researchers in several Westernized countries have identified this trend. Recently, there has been a suggestion that such images are becoming less stereotypical, at least in the UK. The major change in science education in the UK during this time has been the introduction of a national curriculum. This study revisited primary children's views after a period of five years, using a common procedure (the Draw‐a‐Scientist Test). During this period all the children had been taught science in line with the requirements of the English and Welsh National Curriculum Order for Science. We found that perceptions have not changed significantly over this period of time amongst primary school children, despite the imposition of the National Curriculum. Results indicated that there is still a gender biased stereotype and an unrealistic view of the scientists' work. The need to analyse carefully and conservatively the data produced by such studies is emphasized and consequences for other countries introducing national curricula are discussed.