ABSTRACT

Background: Many survey studies conducted in different countries have reported that students had stereotypical images of scientists, such as being male, old, bald, wearing eyeglasses, and working in laboratories. There are also intervention studies to introduce real scientists and change students’ stereotypical image of scientists. The current work is one such study.

Purpose: To monitor the change in the image of scientists of students attending in four similar science camps.

Sample: In total, 96 students participated. However, only those (78) who had taken all tests were included in analysis.

Design and Methods: One-week camp was repeated four times. The camp team consisted of non-stereotypical scientists who interacted with the students throughout the camps both formally while they were guiding student inquiry into nature and informally at other times. The students were asked to draw ‘a scientist at work’, similar to Draw a Scientist Test (DAST), as pre- and post-application in all camps, and as retention in two. Non-parametric tests were applied.

Results: Five common stereotypical images of scientists in pre-application were symbols of research, symbols of knowledge, symbols of technology, being male, and working in laboratory. Only decrease in being male and increase in symbols of technology from pre- to post-application were statistically significant. Another statistically significant increase was in number of scientists working in nature. When the data from two science camps with retention were combined, statistically significant changes were found in symbols of knowledge (increase from post- to retention), being male (decrease from pre- to post- and pre- to retention), working in laboratory (increase from pre- to retention), and working in nature (increase from pre- post-).

Conclusion: The camps were more effective in decreasing the stereotypical image of scientists being male and introducing that science can also be conducted in nature. Other issues were discussed in the paper.

摘要

背景：在不同国家进行的许多调查研究表明，学生对科学家有刻板印象，例如男性、老人、秃头、戴眼镜和在实验室工作。也有介入研究，介绍真正的科学家，改变学生对科学家的刻板印象。目前的工作就是这样的一项研究。

目的：监测参加四个类似科学营的学生的科学家形象的变化。

样本: 共有 96 名学生参加。然而，只有那些参加了所有测试的人 (78) 被纳入分析。

设计和方法： 一周的营地重复四次。夏令营团队由非刻板印象的科学家组成，他们在整个夏令营期间与学生进行互动，他们在指导学生探索自然的时候是正式的，而在其他时候则是非正式的。学生们被要求画“工作中的科学家”，类似于绘制科学家测试 (DAST)，在所有营地中作为申请前和申请后，以及在两个营地中保留。应用了非参数检验。

结果：科学家在预申请中的五种常见刻板印象是研究符号、知识符号、技术符号、男性和实验室工作。只有从应用前到应用后男性的减少和技术符号的增加在统计上是显着的。另一个统计上显着的增加是在自然界工作的科学家数量。当两个科学阵营的数据结合在一起时，在知识符号（从后到保留增加）、男性（从前到后和前到保留减少）、在实验室工作等方面都发现了统计学上的显着变化（从前增加到保留），以及在大自然中工作（从前到后增加）。

结论：营地更有效地减少了科学家是男性的刻板印象，并介绍了科学也可以在自然界中进行。文件中还讨论了其他问题。