Pre-service Primary Teachers Images of Scientists: An Analysis Across Different Variables

Many of the innovations and reforms in education aim to cultivate scientifically literate individuals with a sound understanding of the nature of science. The first step toward understanding science and its nature is to properly conceptualize the individuals who produce scientific knowledge—namely, scientists. Misconceptions or negative perceptions about scientists may lead individuals to distance themselves from science. Previous studies indicate that perceptions of scientists begin to form as early as the preschool years. Particularly at the elementary level, the models of scientists that students construct in their minds based on their experiences influence whether they will engage in scientific work in the future and whether they will use scientific process skills to solve problems encountered in daily life. From this perspective, the present study aimed to identify the images of scientists held by pre-service primary teachers. In addition, it examined whether these images differed according to gender, year of study, following a scientific publication, having previously met a scientist, and having a scientist in the family. The study employed a case study design and was conducted during the 2022–2023 academic year fall semester with pre-service primary teachers enrolled at Muğla Sıtkı Koçman University, Faculty of Education. A total of 149 participants took part in the study. Data were collected using the modified Draw-a-Scientist Test (m-DAST), adapted specifically for this research. The data were analyzed using rubrics under three categories: the appearance of the scientist, the field of work of the scientist, and the work of the scientist. The findings revealed that pre-service teachers viewed scientists’ appearance primarily within the “traditional” category. Their images of scientists’ fields of work included both “traditional” and “broader than traditional” categories, whereas their images of scientists’ work were predominantly classified as “traditional.”