Children's perceptions of scientists, and of themselves as scientists

Authors

  • Martina Dickson Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates https://orcid.org/0000-0002-9852-5547
  • Dr. Melissa McMinn Higher Colleges of Technology, Abu Dhabi, United Arab Emirates https://orcid.org/0000-0003-2531-6047
  • Dr. Dean Cairns Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates
  • Sharon Osei-Tutu Independent Education Consultant, United Kingdom

DOI:

https://doi.org/10.31129/LUMAT.9.1.1605

Keywords:

children, science classroom, scientists, perceptions

Abstract

In rapidly developing countries such as the United Arab Emirates (UAE), where this study took place, having a body of competent, dedicated key workers in STEM fields is critical to growing national economies. This, in turn, requires motivated, well-qualified graduates of STEM degrees. School students' perceptions of science, scientists and science careers have been shown in some research to affect uptake of science degrees later on. How much of their science classwork students experience as authentically 'feeling like scientists' is less understood, yet important. This study took place in upper primary science classrooms in the UAE. Immediately following a science lesson, children were interviewed in focus groups (n=66, with an approximately even gender split).  Broad questions were explored, such as whether they felt like 'real scientists' when they 'performed' science in the classroom, whether they enjoyed science, and their science career aspirations. 83% of students stated enjoying science, while 61% would like to have a career involving science in the future. The interview data revealed that, overall, children mostly disagreed that their classroom science was reflective of work a 'real scientist' would do, chiefly due to perceptions of a lack of discovery element in their work, which suggested to them a lack of authentic science exploration, and  of the work not being dangerous enough. Students frequently reported feeling that they were 'following steps' because the teacher 'already knew the answers', which was different from the work of a scientist. The implications of these findings to classroom practice are discussed.

Author Biographies

Dr. Melissa McMinn, Higher Colleges of Technology, Abu Dhabi, United Arab Emirates

Melissa McMinn has worked in in-service and pre-service teacher education for 11 years, and in the higher education field for over eight years. She is the Programme Coordinator for Mathematics Education at the Higher Colleges of Technology in Abu Dhabi. She holds a Masters of Education and a Doctorate of Philosophy in Mathematics and Science Education with Curtin University, Perth, Australia.

Dr. Dean Cairns, Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates

Dr. Dean Cairns is a scientist and education advisor with over 15 years of experience in the education sector in the UK as a teacher, department head and regional science consultant. His areas of current research interest include science teaching methods, student dispositions to learning science, and educational measurement and multi-level modelling as a means of determining the effectiveness of instructional techniques. He is currently undertaking a Doctorate in Education at the University of Bath.

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Published

2021-09-21

How to Cite

Dickson, M., McMinn, M., Cairns, D., & Osei-Tutu, S. (2021). Children’s perceptions of scientists, and of themselves as scientists. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 643–669. https://doi.org/10.31129/LUMAT.9.1.1605

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