Science and scientists from children’s point of view: comparison and gender outlooks among 2011 and 2021 primary school student drawings

This article explores the evolving perceptions of science and scientists from the unique perspective of Italian primary school children by comparing students’ drawings from two distinct periods, 2011 and 2021. A notable research gap exists in understanding how the perceptions of science and scientists among primary school children have evolved over time and if it is different for gender and grade level. The methodology involves a qualitative analysis of drawings examining the presence, the number and gender of depicted scientists, stereotypes, scientific topics, inventions, tools, location, and accompanying speech bubbles. The statistical analysis emphasizes the differences between how girls and boys represent science and scientists. From the data, a generally positive picture of the work of scientists emerges, as well as a great level of confidence in the potential of science. Notably, while the prevailing image of a scientist is still predominantly male, the 2021 dataset demonstrates a significant increase in depictions of female scientists, primarily drawn by girls, signaling an increased sense of belonging and potential for girls to pursue careers in science. Environmental and health-related scientific themes have gained prominence, accompanied by an increase in inventive ideas. The data highlights the children’s awareness of pressing global issues, such as climate change and healthcare, caused by Covid emergency. Furthermore, the results contribute to evaluate how science showed itself over ten years, if it has led to an effective shared science and a less stereotyped image, also encouraging gender equality.

The 2021-2022 edition of the INGV calendar benefited from the contribution of the NET 2021 Project, funded by the European Commission to promote the European Researchers’ Night (GA n. 955459)

Archer, L., and DeWitt, J. (2015). “Science aspirations and gender identity: lessons from the ASPIRES project” in Henriksen, E., Dillon, J., Ryder, J. (eds). Understanding student participation and choice in science and technology education (Dordrecht: Springer Netherlands), 89–102.
Berra, M., and Cavaletto, G. M. (2020). Overcoming the STEM gender gap: From school to work. Ital. jou. soc. edu. 12, 1–21. doi: 10.14658/PUPJ-IJSE-2020-2-1
Bian, L., Leslie, S.-J., and Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science 355, 389–391. doi: 10.1126/science.aah6524
Blumberg, R. L. (2008). The invisible obstacle to educational equality: gender bias in textbooks. Prospects 38, 345–361. doi: 10.1007/s11125-009-9086-1
Bozzato, P., Fabris, M. A., and Longobardi, C. (2021). Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. Int. J. Sci. Educ. 43, 2640–2662. doi: 10.1080/09500693.2021.1982062
Brasini, F., Modonesi, D., Camassi, R., Ercolani, E., Pessina, V, Todesco, M, et al. (2020) “L’eruzione immaginaria. Un’indagine sulla rappresentazione del rischio vulcanico nella fantasia dei bambini.”
Brickhouse, N. W. (1998) in International handbook of science education. eds. K. Tobin and B. Fraser (New York: Kluw)
Brotman, J. S., and Moore, F. M. (2008). Girls and science: a review of four themes in the science education literature. J. Res. Sci. Teach. 45, 971–1002. doi: 10.1002/tea.20241
Chambers, D. W. (1983). Stereotypic images of the scientist: the draw-a-scientist test. Sci. Educ. 67, 255–265. doi: 10.1002/sce.3730670213
Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., and Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students: efficacy and identity in science career commitment. Aust. J. Soc. Issues 67, 469–491. doi: 10.1111/j.1540-4560.2011.01710.x
Cherney, I. D., Seiwert, C. S., Dickey, T. M., and Flichtbeil, J. D. (2006). Children’s drawings: a mirror to their minds. Educ. Psychol. 26, 127–142. doi: 10.1080/01443410500344167
Christidou, V., Hatzinikita, V., and Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understand Sci 21, 626–647. doi: 10.1177/0963662510383101
Crook, C. (1985). “Knowledge and appearance” in Visual order: The nature and development of pictorial representation. ed. M. N. H. V. Freeman (Cambridge, England: Cambridge University Press), 248–265.
D’Addezio, G. (2020). 10 years with planet earth: the essence of primary school children’s drawings. Geosci Commun 3, 443–452. doi: 10.5194/gc-3-443-2020
Di Benedetto, D. (2009). Lo scienziato lo disegno cosı`. Sapere 75, 28–38.
Elgar, A. G. (2004). Science textbooks for lower secondary schools in Brunei: issues of
gender equity. Int. J. Sci. Educ. 26, 875–894. doi: 10.1080/0950069032000138888
Farland-Smith, D. (2012). Development and field test of the modified draw-a-scientist test and the draw-a-scientist rubric: development and field test of mDAST. Sch. Sci. Math. 112, 109–116. doi: 10.1111/j.1949-8594.2011.00124.x
Farokhi, M., and Hashemi, M. (2011). The analysis of children’s drawings: social, emotional, physical, and psychological aspects. Procedia. Soc. Behav. Sci. 30, 2219–2224. doi: 10.1016/j.sbspro.2011.10.433
Finson, K. D., Beaver, J. B., and Cramond, B. L. (1995). Development and field test of a checklist for the draw-A-scientist test. Sch. Sci. Math. 95, 195–205. doi: 10.1111/j.1949-8594.1995.tb15762.x
Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students’ images of scientists. Res. Sci. Technol. Educ. 20, 199–213. doi: 10.1080/0263514022000030453
Global Humanitarian Overview (2023) [EN/AR/ES/FR] (no date) ReliefWeb. Available at: https://reliefweb.int/report/world/global-humanitarian-overview-2023- enaresfr (Accessed 27 February 2023).
Günindi, Y. (2012). Environment in my point of view: analysis of the perceptions of environment of the children attending to kindergarten through the pictures they draw. Procedia. Soc. Behav. Sci. 55, 594–603. doi: 10.1016/j.sbspro.2012.09.541
Katz, P. (2017) Drawing for science education: An international perspective. Rotterdam: SensePublishers.
Losh, S. C., Wilke, R., and Pop, M. (2008). Some methodological issues with ‘draw a scientist tests’ among young children. Int. J. Sci. Educ. 30, 773–792. doi: 10.1080/09500690701250452
Maoldomhnaigh, M. Ó., and Hunt, Á. (1988). Some factors affecting the image of the scientist drawn by older primary school pupils. Res. Sci. Technol. Educ. 6, 159–166. doi: 10.1080/0263514880060206
Master, A., Meltzoff, A. N., and Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering, PNAS, 118, e2100030118. doi: 10.1073/pnas.2100030118
Newton, D. P., and Newton, L. D. (1992). Young children’s perceptions of science and the scientist. Int. J. Sci. Educ. 14, 331–348. doi: 10.1080/0950069920140309
Newton, L. D., and Newton, D. P. (1998). Primary children’s conceptions of science and the scientist: is the impact of a National Curriculum breaking down the stereotype? Int. J. Sci. Educ. 20, 1137–1149. doi: 10.1080/0950069980200909
Pienta, R. S., and Smith, A. M. (2012). “Women on the margins” in Hickman, H., Porfilio, B.J. (eds). Constructing knowledge (Rotterdam: SensePublishers), 33–47.
Riposati, D., D'Addezio, G., di Laura, F., Misiti, V., and Battelli, P. (2020). Graphic design and scientific research – the National Institute of geophysics and volcanology (INGV) experience. Geosci Commun 3, 407–425. doi: 10.5194/gc-3-407-2020
Rodari, P. (2007). Science and scientists in the drawings of European children. J. Sci. Commun. 6:C04. doi: 10.22323/2.06030304
Rubbia, G., D'Addezio, G., Marsili, A., and Carosi, A. (2015). Science and scientists from a child’s point of view: an overview from drawings. Geol. Soc. Spec. Pub. 419, 161–170. doi: 10.1144/sp419.11
Ruiz-Mallén, I., and Escalas, M. T. (2012). Scientists seen by children: a case study in Catalonia, Spain. Sci. Commun. 34, 520–545. doi: 10.1177/1075547011429199
Seligman, M. E. P. (2013) Flourish: A visionary new understanding of happiness and well-being. New York, NY: Simon & Schuster.
She, H.-C. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Res. Sci. Technol. Educ. 16, 125–135. doi: 10.1080/0263514980160203
Thomas, G. V., and Silk, A. (1990) An introduction to the psychology of children’s drawings. New York, NY: New York University Press.
van der Veen, J. (2012). Draw your physics homework? Art as a path to understanding in physics teaching. Am. Educ. Res. J. 49, 356–407. doi: 10.3102/0002831211435521