Assessing the Scientific Literacy of Younger Students: Moving on from the Stereotypes of the Draw-A-Scientist Test

Abstract

This study examined the extent to which the Draw-A-Scientist-Test (DAST) (Chambers, 1983) succeeds in assessing the scientific literacy of younger students. The DAST has been widely used and research based on it consistently reports the stereotypical views of scientists held by students. However, studies using variations on the DAST protocol, survey methods, and also interviews have reported increased levels of scientific literacy. The present study used semi-structured interviews with primary school students to examine their perceptions about scientists prior to administration of the DAST. The study found a disjunct between student drawings and student talk such that student talk reflected a more rounded view of the scientist than that afforded by the DAST. This study also reports the effect of varying the format of these interviews