Transforming Imagery: Effects of a 25-minute Intervention on Stereotypical Scientist Depictions

Abstract

This one-group posttest-only nonequivalent quasi-experimental study explored changes in elementary pre-service teachers’ perceptions of scientists. Thirty-three participants completed the Draw-A-Scientist Test (DAST) before and after a 25-minute intervention aimed at challenging stereotypical views of scientists. The DAST checklist assessed participants' depictions of scientists. Results showed a significant reduction in stereotypical imagery post-intervention: 30 participants depicted less stereotypical scientists, while three showed no change. Statistical analysis using the Wilcoxon signed-rank test revealed a significant difference in DAST scores (Mdn = 2 posttest vs. Mdn = 7 pretest, z = -4.805, p < .001). These findings suggest that brief, targeted interventions can effectively alter pre-service teachers’ naive conceptions of scientists. Implementing such interventions in educator preparation programs may foster more inclusive representations of scientists, potentially inspiring diverse student populations to envision themselves as scientists. This research provides a foundation for promoting accurate and diverse scientist representations in education.