‘Making potions and jumping on the moon’: exploring young children’s understanding of science and scientists using the Draw a Scientist Test (DAST)

Misconceptions and stereotypical ideas about science and scientists can be a barrier to children and young people choosing to study or follow a career in science (Zúñiga-Mejías and Huincahue 2024). This study explores young children’s understanding of scientists' roles using the Draw-a-Scientist Test (DAST) and semi-structured interviews with children aged 4-8 (n=75) who were visiting a Science Museum in England. A mixed methods design was adopted in order to address the following research questions: (i) How do young children represent scientists? (ii) What do children's drawings reveal about their understanding of scientists' gender, appearance, and specialties? (iii) How do children's characteristics such as gender influence their depictions, perceptions, and stereotypes of scientists? (iv) How do children explain their choices? A statistically significant correlation was found between the gender of the child and the gender of the scientist depicted in their drawings. Regression analysis revealed that school year predicted children's overall scores on the DAST, while family characteristics did not predict their depictions and perceptions of scientists. A content analysis of children's responses provided insights into their thoughts about scientists, the importance they attribute to scientists' work, and a notable number of participants expressed a desire to attend university and pursue science studies when they are older. The findings inform a set of recommendations for teachers and parents in supporting children’s future science ambitions.