Brainy, Crazy, Supernatural, Clumsy and Normal: Five profiles of children's stereotypical and non-stereotypical perceptions of scientists in the Draw-A-Scientist-Test

Archer, L., Moote, J., Macleod, E., Francis, B., & DeWitt, J., (2020), ASPIRES 2: Young people's science and career aspirations, age 10-19, https://discovery.ucl.ac.uk/id/eprint/10092041/. Archer, L., & DeWitt, J. (2017). Understanding Young People's Science Aspirations : How students form ideas about “becoming a scientist” (1st Ed.). Routledge. 10.4324/9781315761077. Archer, 2015, Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts, Journal of Research in Science Teaching, 52, 922, 10.1002/tea.21227 Barman, 1999, Students’ Views about Scientists and School Science: Engaging K-8 Teachers in a National Study, Journal of Science Teacher Education, 10, 43, 10.1023/A:1009424713416 Bourdieu, 1977 Braun, 2006, Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 77, 10.1191/1478088706qp063oa Chambers, 1983, Stereotypic images of the scientist: The draw-a-scientist test, Science Education, 67, 255, 10.1002/sce.3730670213 Coyne, 2018, Being participatory: Researching with children and young people: Co-constructing knowledge using creative techniques Creswell, 2013 2020 2017 DeWitt, 2013, Nerdy, Brainy and Normal: Children's and Parents'Constructions of Those Who Are Highly Engaged with Science. Reseach in Science Education, Research in Science Education, 43, 1455, 10.1007/s11165-012-9315-0 Ehrlén, 2009, Drawings as Representations of Children's Conceptions, International Journal of Science Education, 31, 41, 10.1080/09500690701630455 2015 Farland-Smith, 2012, Development and Field Test of the Modified Draw-a-Scientist Test and the Draw-a-Scientist Rubric, School Science and Mathematics, 112, 109, 10.1111/j.1949-8594.2011.00124.x Farland-Smith, 2014, An Investigation of Media Influences on Elementary Students Representations of Scientists, Journal of Science Teacher Education, 25, 355, 10.1007/s10972-012-9322-z Ferguson, 2020, Exploring the state of science stereotypes: Systematic review and meta-analysis of the Draw-A-Scientist Checklist, School Science and Mathematics, 120, 55, 10.1111/ssm.12382 Finson, 2002, Drawing a scientist: What we do and do not know after fifty years of drawings, School Science and Mathematics, 102, 335, 10.1111/j.1949-8594.2002.tb18217.x Finson, 2003, Applicability of the DAST-C to the Images of Scientists Drawn by Students of Different Racial Groups, Journal of Elementary Science Education, 15, 15, 10.1007/BF03174741 Finson, 1995, Development and Field Test of a Checklist for the Draw-A-Scientist Test, School Science and Mathematics, 95, 195, 10.1111/j.1949-8594.1995.tb15762.x Gago, 2004, Europe needs more scientists, In European Commission 2019 2009 Hickey, 2011 James, 1997 Losh, 2008, Some methodological issues with “draw a scientist tests” among young children, International Journal of Science Education, 30, 773, 10.1080/09500690701250452 Lundy, 2007, ’Voice'is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child, British Educational Research Journal, 33, 927, 10.1080/01411920701657033 Mead, 1957, Image of the Science among High-School Students, Science, 126, 384, 10.1126/science.126.3270.384 Murphy, 2012, I'd rather they did Experiments with us.... Than just Talking: Irish Children's Views of Primary School Science, Research in Science Education, 42, 415, 10.1007/s11165-010-9204-3 2018 Newton, 1998, Primary childrens’ perceptions of science and the scientist: is the impact of National Curriculum breaking down the stereotype?, International Journal of Science Education, 20, 1137, 10.1080/0950069980200909 2019 Osborne, 2003, Attitudes towards science: A review of the literature and its implications, International Journal of Science Education, 25, 1049, 10.1080/0950069032000032199 Reinisch, 2017, Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners’ conceptions of scientists, International Journal of Science Education, 39, 1952, 10.1080/09500693.2017.1362712 Schreiner, 2010, 1 Science Foundation Ireland. (2018). SFI 2020: Agenda 2020. https://www.sfi.ie/research-news/publications/AGENDA-2020-(2018)-WEB.pdf. Science Foundation Ireland. (2020). SFI Science in Ireland Barometer 2020. https://www.sfi.ie/engagement/barometer/SFI-Science-in-Ireland-Barometer-2020-Research-Report.pdf. Steinke, 2007, Assessing media influences on middle school-aged children's perceptions of women in science using the Draw-A-Scientist Test (DAST), Science Communication, 29, 35, 10.1177/1075547007306508 Tan, 2017, Spiderman and science: How students’ perceptions of scientists are shaped by popular media, Public Understanding of Science, 26, 520, 10.1177/0963662515615086 2016, A Report on Science, Technology, Engineering and Mathematics (STEM) Education: Analysis and Recommendations, In Department of Education and Science Thomas, 1987, Why should we promote the public understanding of science?, 1 Tindall, 2009, Interpretative Phenomenological Analysis: Theory, Method and Research, Qualitative Research in Psychology, 6, 346, 10.1080/14780880903340091 2019