The purpose of this research was to assess the impact of virtual, discussion-based interactions with five scientists on middle school students' (N=48) perceptions of scientists. Based on students' self-reflections and results from Enhanced-Drawings of Scientists Test (E-DAST), the week of virtual discussion-based interactions broadened students' perceptions of what scientists do (activity), where scientists work (location), and what scientists look like (appearance). The virtual discussion-based experiences had the most significant impact on middle school students' perceptions of the work scientists do (activity). As this important finding demonstrates—through middle school students' own words—students' perceptions of the appearance and location of scientists may be ‘gatekeepers' or secondary to the their ideas of what scientists do for activities. In other words, until students can ‘get past' or debunk the stereotype of what scientists look like (appearance) and where they work (location), students may not truly understand the work scientists do (activity).
TopIntroduction
Bridging the disconnect between students and scientists has been a focus of science education for years. Despite decades of work by researchers and educators, stereotypic perceptions of scientists still persist and are contrary to what students should understand about science and scientists as outlined by the Next Generation Science Standards (NGSS) (2013). For this reason, science teachers often struggle as to how to humanize the content they teach to their students as recommended in the following documents: National Science Education Standards (NRC,1996), A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) and NGSS (NGSS, 2013). In each of these documents, science as a human endeavor emphasizes the ways in which men and women of different races and ethnicities engage with science and technology.
Engaging classrooms filled with children with science professionals is not a new idea for teachers. However, practical ways helping students understand the nature of science careers is limited (Wyss, Heulskamp, & Siebert, 2012). Advances in classroom technologies have created new possibilities for scientists to engage with students in creative ways, thus creating more opportunities for broadening students’ perceptions of science and scientists. For example, the idea of the virtual “field trip” has emerged as one possible way to connect scientists and students (Adedokun et al, 2010). Niemitz et al (2008) stated that such virtual connections with scientists can provide students with opportunities to experience and understand scientific processes and enhance students’ aspirations for becoming scientists. The motivation behind meeting, engaging, and working with career scientists is to help disrupt students’ stereotypic perceptions and beliefs about science and scientists. These stereotypical perceptions of scientists are well documented in the literature (Barman, 1997; Beardsley & O’Dowd, 1961; Bozdin & Gehringer, 2001; Chambers, 1983; Etzioni, & Numm, 1974; Finson, 2002; Fort & Varney,1989; Mason, Kahle & Gardener, 1991; Mead & Metraux, 1957) and typically include representations of scientists as ‘nerdy’ looking older white men with ‘crazy hair’ wearing white lab coats and working by themselves in a laboratory.
If only teachers knew best how to dispel these stereotypic perceptions, they would be willing to set aside precious classroom time to once and for all rid them from students. If this information is offered in a school setting it can be presented to hundreds of students at once, and ultimately students will be better informed to make decisions about course selections and a variety of STEM careers. But it’s no simple task, otherwise researchers would have answers as to how help increase the STEM pipeline. In order to try new innovative ways to teach about the nature of scientists, teachers need administrative support and permission to break down cultural barriers within the confines of their classroom walls. Partnerships between students, scientists and teachers have the potential to fill this gap and provide more benefits than previously thought and are worthy of investigation. This chapter examines how virtual classroom visits by scientists were beneficial to broadening middle school students’ perceptions of scientists in terms of their understanding of what scientists look like, where scientists work, and what scientists do.