Learning From the Talents of Female Scientists in Early Childhood

This study evaluates the impact of the INFACIENCIA6 scientific coeducational programme on 5-year-old children. Using qualitative methods, including the Draw-a-Scientist Test and drawing interviews, the research analyzed children’s depictions of female scientists. The methodology involved teacher participation in data collection and a content analysis of the drawings. Results showed that over 60% of pupils could depict female scientists, with girls drawing them slightly more often than boys. However, boys focused more on scientific environments and tools, while girls emphasized teamwork. The study revealed that the teachers’ approaches, influenced by their gender-based training, significantly impacted the outcomes. Teachers who adopted a critical feminist perspective were more effective in promoting awareness of gender inequalities. The children, both boys and girls, displayed some understanding of direct gender discrimination but did not grasp the deeper sociocultural factors. Additionally, boys held a masculinized, individualized view of science, while girls also perceived science as fun and affective. The findings suggest a need for continued coeducational programs that emphasize gender equality, led by well-trained teachers.