<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Stereotypes are simplifications of complex characteristics of groups of persons and are common and widespread through media as well as everyday experiences. Especially regarding occupational groups stereotypes can be a problem because many young people base their occupational choices on these simplified conceptions. It is thus important to comprehensively depict scientists´ fields of activities. Therefore, we categorized typical scientific activities into the so-called RIASEC+N dimensions. Based on these dimensions, we investigated the self-perceptions of junior scientists (<italic>n</italic> = 92) and professors (<italic>n</italic> = 10) about their own work and compared these perceptions with the perceptions of school students ranging from grades 10 – 13 (<italic>n</italic> = 244). The results show differences between some scientific activity fields for the three groups. For example, students tend to underestimate creative and social aspects of typical scientists´ work fields and hold rather stereotypical views. Thus, interventions to promote an authentic image of science are needed.</p>
</abstract>

Stereotypes are simplifications of complex characteristics of groups of persons and are common and widespread through media as well as everyday experiences. Especially regarding occupational groups stereotypes can be a problem because many young people base their occupational choices on these simplified conceptions. It is thus important to comprehensively depict scientists´ fields of activities. Therefore, we categorized typical scientific activities into the so-called RIASEC+N dimensions. Based on these dimensions, we investigated the self-perceptions of junior scientists (n = 92) and professors (n = 10) about their own work and compared these perceptions with the perceptions of school students ranging from grades 10 – 13 (n = 244). The results show differences between some scientific activity fields for the three groups. For example, students tend to underestimate creative and social aspects of typical scientists´ work fields and hold rather stereotypical views. Thus, interventions to promote an authentic image of science are needed.

Scientists, Their Work, and how Others Perceive Them: Self-Perceptions of Scientists and Students’ Stereotypes

studied chemistry and obtained her MSc. at the University of Kiel

post-doctoral researcher in the Department of Physics Education at the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel

instructional psychologist who received his PhD at the University of Duisburg-Essen

Professor for Chemistry Education at Munich University

Professor for Chemistry Education at Kiel University and Head of the Department of Chemistry Education at the Leibniz Institute for Science and Mathematics Education, IPN, in Kiel

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Stereotypes are simplifications of complex characteristics of groups of persons and are common and widespread through media as well as everyday experiences....

Scientists, Their Work, and how Others Perceive Them: Self-Perceptions of Scientists and Students’ Stereotypes

Online veröffentlicht: 14. Juni 2022

Seitenbereich: 85 - 101

DOI: https://doi.org/10.23770/rt1826

Schlüsselwörter
Nature of scientific inquiry, vocational fields, stereotypes

© 2019 Insa Stamer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Scientists, Their Work, and how Others Perceive Them: Self-Perceptions of Scientists and Students’ Stereotypes

Online veröffentlicht: 14. Juni 2022

Seitenbereich: 85 - 101

DOI: https://doi.org/10.23770/rt1826

SchlüsselwörterNature of scientific inquiry, vocational fields, stereotypes

© 2019 Insa Stamer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Schlüsselwörter
Nature of scientific inquiry, vocational fields, stereotypes