Unravelling early childhood pre-service teachers’ implicit stereotypes of scientists by using the repertory grid technique

Abstract Considering teachers’ roles in developing children’s scientific literacy preschools, a better understanding of pre-service conceptualizations about inquiry and scientists’ practices that have an impact on the science teaching offered to their future students is very much needed. Stereotypes were examined here as component or root for many explanations scientists. Aligned with interpretivist paradigm, this phenomenographic study was, mostly qualitative nature, specifically concerned exploring stereotypes scientists by using repertory grid technique, which they perceived differentiated between 119 early childhood teachers recruited. Various types analysis carried out analyze data gathered each grid. We investigated original 66 elicited bipolar constructs into 28 aggregated bi-polar construct groupings, systematically categorized four categories: (1) Recognition vs. Disregarded, (2) Scientific Integrity Misconduct, (3) Communal Dissociation, (4) Agentic Passivity. The findings suggest had typical stereotypical traits like being introverted, intelligent loners, experiments masters field often-unrecognizable female figures. However, there was no association gender, grade, study. These might potentially threaten effective at ages. Science education can be rooted these teachers. findings, structural changes teacher programs are This also seems confirm importance technique good starting point expose especially implicit “who does science”, “how think” “what do” before actual actions classrooms.