illnesses. Imagery can alleviate the pressure of trying to ver- bally communicate such complex issues and can also have therapeutic values.13 If these alternatives methods are applied to research sur-


rounding scientist stereotypes, we may get a much deeper understanding of when stereotypes form, why they form, and how we can develop ways to combat them. As we pro- gressively close the information gap between theory and practice, we can continue to inspire the future generations of STEM students and professionals, showing them that the faces of science are just as diverse as the field itself. With per- severance, we may eventually get to a point where more kids think, “Hey, maybe I can be a scientist!”


Kyle Walsh is the Outreach Coordinator at the Electric City Aquarium and Reptile Den in Scranton, Pennsylvania. He recently earned his Master’s Degree from Miami University and studies the impact of the scientist image and science identity. He is a self-proclaimed science hype man and loves traveling and learning in new environments.


Endnotes:


1. Mead, M. and Metraux, R. (1957). Image of the Scientist among High- School Students: A Pilot Study. Science, 126 (3270), pp.384-390.


can play. Decades of research demonstrates that science and scientists are portrayed through a very narrow lens, making it crucial to find new ways to gauge perceptions and help pro- vide more meaningful resources through which students can connect with science professionals. Drawing may not be the best way to gain insights. For


instance, some researchers note that while drawing is sup- posed to be the “window into the mind,” the DAST is com- pletely dependent on the participants artistic ability.8


Some


drawings’ details are, for instance, too difficult to decipher to properly analyze, suggesting the need for alternatives to the DAST.9 The use of visual-based methods may provide better


insights and help students discover their science identities. Using images as an assessment tool is not a nascent meth- odology, and has deep roots in psychology, sociology, and anthropology.10


Visual data offers insights that go beyond


words. Photo surveys in particular help open lines of com- munication between researchers and participants because they are participatory in nature and make expressing ideas, values, and perspectives easier than verbal or written communication.11 Visual methodologies also allow participants to better


reflect on an experience through photo elicitation. Photo elicitation is a research method that uses photos to generate discussion during interviews.12


It is a widely-used method


in social science research because it invokes memories and emotions that help people connect with an experience. The parts of our brain that process images are much older than the parts that process verbal information, so photo elicitation can unlock information stored in deeper parts of our sub- conscious.10


Photography and other visuals are often used in


healthcare to assist patients in describing pain and to help doctors better understand the intricacies of mental health and


2. Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education,67 (2), 255-265.


3. Gee, J.P. (2000). Identity as an analytic lens for research in education. Rev Res Educ 25, 99–125.


4. Zielinski, S. (2016, September 15). Adults can sabotage a student's path in science or math. Retrieved from https://www.sciencenewsforstudents.org/ article/parents-teachers-students-children-STEM-attitudes-science


5. McCarthy, D. (2014). Teacher candidates’ perceptions of scientists: images and attributes. Educational Review , 67(4), pp.389-413.


6. Flick, L. (1990). Scientist in Residence Program Improving Children's Image of Science and Scientists. School Science and Mathematics, 90(3), pp.204-214.


7. Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist Spot- light Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE— Life Sciences Education,15 (3). doi: 10.1187/cbe.16-01-0002.


8. Matthews, B., & Davies, D. (1999). Changing children’s images of scien- tists: Can teachers makes a difference? School Science Review, 80 (293): 79-85.


9. Schibeci, R. (2006) Student images of scientists: What are they? Do they matter? Teaching Science, 52 (2). pp. 12-16.


10. Harper, D. (2002). Talking about pictures: a case for photo elicitation. Visual Studies , 17 (1), 13-26.doi: 10.1080/14725860220137345.


11. Vieira, R. D., & Antunes, P. (2014). Using photo-surveys to inform partici- patory urban planning processes: Lessons from practice. Land Use Policy, 38, 497-508.doi: 10.1016/j.landusepol.2013.12.012.


12. Bagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based methods. Qualitative Research, 9(5), 547–570. doi: 10.1177/1468794109343625.


13. Balmer, C., Griffiths, F., & Dunn, J. (2015). A review of the issues and challenges involved in using participant-produced photographs in nursing research. Journal of Advanced Nursing, 71, 1726–1737.


Green Teacher 122 Page 11


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52