This paper presents the first results from draw-a-scientist tests (DASTs) over five years that were used to measure the effect of 8–10 week long astronomy clubs and week long summer camps on 3 rd–5 th grade elementary school students’ perceptions of scientists. We facilitated these DASTs prior to these clubs or camps, which provide a baseline for a student’s initial conception of scientists, and once at the end, to determine whether their conception changed, possibly as a result of their involvement. In total we analyze 89 pairs of DASTs using a numerical grading scheme designed to quantify the presence of various features in the drawn scientist and their activities. We find that there is a gender imbalance in both the pre- and postclub drawings, with only 32% and 35%, respectively, of students drawing female scientists. We also find that a third to a half of the scientists have a stereotypical appearance and/or are performing stereotypical activities. Although we find insignificant changes ($<5\%$) in most categories, we do find an 8% increase in the number of scientists that have a stereotypical appearance, which is worth following up, but a significant 12% decrease in the number of scientists who are performing stereotypical activities. In addition, we present some possible improvements to implementing DASTs and discuss other possible assessments that could provide a more direct method of gauging the effect of these astronomy clubs or camps.

中文翻译：

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黑暗的天空，聪明的孩子天文学俱乐部科学家测试的最初结果

本文介绍了五年来的抽奖科学家测试（DAST）的第一个结果，这些结果用于衡量8-10周长的天文学俱乐部和一周长的夏令营对3-5年级小学学生的影响。对科学家的看法。我们在这些俱乐部或训练营之前为这些DAST提供了便利，这些DAST为学生最初对科学家的构想提供了基线，并在最后一次确定他们的构想是否发生了变化（可能是由于他们的参与）。我们总共使用数字分级方案分析了89对DAST，旨在量化所绘制科学家及其活动中各种特征的存在。我们发现，在俱乐部前和俱乐部后绘画中都存在性别失衡，分别只有32％和35％的学生在绘画女性科学家。我们还发现三分之一至一半的科学家具有刻板印象的外观和/或正在进行刻板印象的活动。尽管我们发现微不足道的变化（$<5％$），在大多数类别中，我们确实发现具有定型外观的科学家人数增加了8％，值得跟进，但从事定型活动的科学家人数却明显减少了12％。此外，我们提出了实施DAST的一些可能的改进，并讨论了其他可能的评估，这些评估可以提供一种更直接的方法来评估这些天文学俱乐部或营地的影响。