Citations (27)
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Aisling Leavy, Mairéad Hourigan & Clodagh Cleary. (2023) From bespectacled, bearded and bald to explosions, potions and vaccines: Irish children’s changing perceptions of scientists and the effect of the COVID-19 pandemic on those perceptions. International Journal of Science Education 45:14, pages 1214-1239.
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Joe Shimwell, Jennifer DeWitt, Carol Davenport, Annie Padwick, Jonathan Sanderson & Rebecca Strachan. (2023) Scientist of the week: evaluating effects of a teacher-led STEM intervention to reduce stereotypical views of scientists in young children. Research in Science & Technological Education 41:2, pages 423-443.
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Jaakko Lamminpää, Veli-Matti Vesterinen & Katja Puutio. (2023) Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education 41:1, pages 39-60.
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Chris Buckley, Lynn Farrell & Ian Tyndall. (2022) Brief Stories of Successful Female Role Models in Science Help Counter Gender Stereotypes Regarding Intellectual Ability among Young Girls: A Pilot Study. Early Education and Development 33:4, pages 555-566.
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Y. Fujiwara, R. C. L. Velasco, L. K. Jones & R. L. Hite. (2022) Competent and cold: a directed content analysis of warmth and competence dimensions to identify and categorise stereotypes of scientists portrayed in meme-based GIFs. International Journal of Science Education 44:4, pages 694-715.
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P. Bozzato, Matteo Angelo Fabris & C. Longobardi. (2021) Gender, stereotypes and grade level in the draw-a-scientist test in Italian schoolchildren. International Journal of Science Education 43:16, pages 2640-2662.
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Lee Kenneth Jones & Rebecca L. Hite. (2020) Who wants to be a scientist in South Korea: assessing role model influences on Korean students’ perceptions of science and scientists. International Journal of Science Education 42:16, pages 2674-2695.
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Hsin-Yi Chang, Tzung-Jin Lin, Min-Hsien Lee, Silvia Wen-Yu Lee, Tzu-Chiang Lin, Aik-Ling Tan & Chin-Chung Tsai. (2020) A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education 56:1, pages 77-110.
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Anastassios Emvalotis & Athina Koutsianou. (2018) Greek primary school students’ images of scientists and their work: has anything changed?. Research in Science & Technological Education 36:1, pages 69-85.
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Bianca Reinisch, Moritz Krell, Susann Hergert, Sarah Gogolin & Dirk Krüger. (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 39:14, pages 1952-1975.
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Kathryn Woods-Townsend, Andri Christodoulou, Willeke Rietdijk, Jenny Byrne, Janice B. Griffiths & Marcus M. Grace. (2016) Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B 6:1, pages 89-113.
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Articles from other publishers (16)
Tian Luo & Winnie Wing Mui So. (2022) Elementary students’ perceptions of STEM professionals. International Journal of Technology and Design Education 33:4, pages 1369-1388.
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Lee Kenneth Jones & Rebecca I. Hite. (2022) Exploring when, why, and how students circumscribe and compromise science careers. The Career Development Quarterly 71:1, pages 68-81.
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Martina Dickson & Melissa McMinn. 2023. Gender in STEM Education in the Arab Gulf Countries. Gender in STEM Education in the Arab Gulf Countries
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Martina Dickson & Melissa McMinn. (2022) Children’s perceptions of scientists and their work: The ‘Draw a Scientist’ Test in the United Arab Emirates. Public Understanding of Science 31:8, pages 1079-1094.
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Kathleen E. Oppenheimer, Lauren K. Salig, Craig A. Thorburn & Erika L. Exton. (2022) Taking language science to zoom school: Virtual outreach to elementary school students. Language and Linguistics Compass 16:9.
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Jeffrey Radloff & Jacob A. Hall. (2021) Development and testing of the Draw-a-Programmer test (DAPT) to explore elementary preservice teachers’ conceptions of computational thinking. Education and Information Technologies 27:3, pages 4301-4320.
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Rebecca Hite. (2021) Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks. European Journal of Mathematics and Science Education 2:2, pages 63-83.
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Ursula Nguyen & Catherine Riegle-Crumb. (2021) Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students. International Journal of STEM Education 8:1.
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Lee Kenneth Jones & Rebecca L. Hite. (2021) A global comparison of the circumscription and compromise theory of career development in science career aspirations. School Science and Mathematics 121:7, pages 381-394.
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Anthony Chiovitti, Frazer Thorpe, Christopher Gorman, Jennifer L. Cuxson, Gorjana Robevska, Christopher Szwed, Jacinta C. Duncan, Hannah K. Vanyai, Joseph Cross, Kirby R. Siemering & Joanna Sumner. (2019) A citizen science model for implementing statewide educational DNA barcoding. PLOS ONE 14:1, pages e0208604.
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Jilana S. Boston & Andrei Cimpian. (2018) How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?. Gifted Child Today 41:4, pages 196-207.
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Intisar Ibrahim Ridwan, Rosmah Ali, Noor Hamizah Hussain & Kamsiah Mohd Ismail. (2017) Rasch Model Validation of an Instrument to Measure Students' Attitude towards Learning Embedded Systems Design Course. Rasch Model Validation of an Instrument to Measure Students' Attitude towards Learning Embedded Systems Design Course.
Aik-Ling Tan, Jennifer Ann Jocz & Junqing Zhai. (2015) Spiderman and science: How students’ perceptions of scientists are shaped by popular media. Public Understanding of Science 26:5, pages 520-530.
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Anthony Chiovitti, Jacinta C. Duncan & Abdul Jabbar. (2017) Promoting Science in Secondary School Education. Trends in Parasitology 33:6, pages 416-420.
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Phyllis Katz. 2017. Drawing for Science Education. Drawing for Science Education
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Susan J. Hillman, Stephan I. Zeeman, Charles E. Tilburg & Henrietta E. List. (2016) My Attitudes Toward Science (MATS): the development of a multidimensional instrument measuring students’ science attitudes. Learning Environments Research 19:2, pages 203-219.
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