Abstract
Early childhood teachers play a vital role in creating young children’s perceptions about science and scientists. Stereotypical perceptions of scientists and science may be detrimental to young children because these beliefs limit the possibility that science is accessible to all. To assist children in broadening their thinking about science, teachers must first gain knowledge about their own beliefs and perceptions. Several researchers have found that "teachers tend to teach in the same ways in which they were taught when they were students" (Finson, Thomas & Pedersen, 2006). In this study, 33 early childhood pre-service teachers were asked to "draw a scientist at work" at the beginning and end of an inquiry-based science methods course. Drawings were assessed using the Draw-a-Scientist Test (DAST) (Chambers, 1983). To reduce the possibility of demand characteristics, a person not associated with the science methods course facilitated the post-course drawing. Using the Wilcoxin Signed-Rank Test, results showed a significant difference between the pre-course and post-course drawings. Lower scores on the postcourse drawings signified a decrease in the number of stereotypical characteristics present. Additionally, post-course discussion by the pre-service teachers reflected their beliefs on the importance of peer-modeling and interactions and the significance of involving families in their children’s science learning.
Recommended Citation
Powell, Tenisha L. and Green, Susan
(2010)
"Early Childhood Pre-service Teachers' Perceptions of Scientists at Work,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 14.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/14