Draw-A-Scientist Test (DAST)

The Draw-a-Scientist Test is an open-ended projective test that assesses children's conceptual images of scientists. The DAST is evaluated using a 7-point scale based on the presence of the following components in drawing: lab coat, eyeglasses, facial growth of hair, symbols of research, symbols of knowledge, technology & relevant captions.

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Supplemental Information:

DAST_tool.pdf (8.39 KB) Download

Assessment Type:

Open-ended projective test

Scale:

7-point scale based on the presence of the following components in drawing: lab coat, eyeglasses, facial growth of hair, symbols of research, symbols of knowledge, technology & relevant captions

Publication Date:

Nov 07, 2008

Respondent:

Initial study: 5-11-year olds (kindergarten to 5th grade)

Domain(s) Evaluated:

Attitude / Behavior

Sample items:

Close your eyes and imagine a scientist at work. In the space below, draw what you imagined.

Reliability:

Reliability coefficient reported to be 0.902 and 0.806.

Validity:

Not reported

Frequency:

Frequently

Administration time:

10 minutes

Requires a Computer:

Requires Internet Access:

Primary reference:

Chambers, D.W. (1983). Stereotypic images of the scientist: The Draw-A-Scientist Test. Science Education, 67(2), 255-265.

Comments:

A study using a modified version of the Draw-A-Scientist Test:
Farland-Smith, D. (2012), Development and field test of the modified Draw-A-Scientist Test and the Draw-A-Scientist Rubric. School Science and Mathematics, 112(2), 109-116.

Literature reviews of studies done using the Draw-A-Scientist Test:
Farland-Smith D. (2017) The Evolution of the Analysis of the Draw-a-Scientist Test. In: Katz P. (eds) Drawing for Science Education. SensePublishers, Rotterdam

Finson, K. D. (2002). Drawing-A-Scientist: What we do and do not know after fifty years of drawings. School Science and Mathematics, 102(7), 335-345.

Studies that have used the Draw-A-Scientist Test:
Meyer, C., Guenther, L., & Joubert, M. (2018). The Draw-a-Scientist Test in an African context: Comparing students’ (stereotypical) images of scientists across university faculties. Research in Science & Technological Education, 37(1), 1-14.

Miele, E. (2014). Using the Draw-a-Scientist Test for Inquiry and Evaluation. Journal of College Science Teaching, 043(04).

Medina-Jerez, W., Middleton, L., Orihuela-Rabaza, W., (2010). Using the DAST-C to explore Colombian and Bolivian students' images of scientists, International Journal of Science and Mathematics Education, 9(3), 657-690.

Finson, K. (2003). Applicability of the DAST-C to the images of scientists drawn by students of different racial groups. Journal of Elementary Science Education. 15(1), 15-26.

Other Reference:
Erten, S., Kiray, S.A., & Sen-Gumus, B. (2013). Influence of scientific stories on students' ideas about science and scientists. International Journal of Education in Mathematics, Science and Technology, 1(2), 122-137.

This study made use of DAST and other assessments to determine whether context based learning changes stereotypical images of students about science. The study evaluated the reliability of the scale by correlating the five criteria between three scorers, finding the reliability coefficient to be 0.902 and 0.806.