Basic Six Pupils' Views About Science and Their Stereotypical Images of Scientists

This study explored Basic Six pupils’ perspectives on science and scientists in Ghana using a convergent parallel mixed-methods design grounded in the pragmatist paradigm. A total of 40 pupils participated in the study and completed the Views About Science Questionnaire, Views About Scientists Questionnaire, Misconceptions About Science Questionnaire, and the Draw-A-Scientist Test (DAST). Quantitative and qualitative data were collected concurrently and integrated during analysis to provide a comprehensive understanding of pupils’ perceptions. The findings revealed that many pupils held negative perceptions of science, stereotypical images of scientists, and mixed viewsof the nature of science. The DAST results further demonstrated persistent stereotypes, with most drawings portraying scientists as male, serious, working alone, and confined to laboratory settings. These portrayals reflect limited and sometimes inaccurate conceptions of scientific work. The results highlight the need to address misconceptions and stereotypical images of scientists in basic education to enhance pupils’ engagement with science. It is recommended that schools adopt inquiry-based and contextually relevant science curricula, provide professional development for teachers on inclusive and stereotype-sensitive pedagogy, invest in modern laboratory and ICT resources, and develop partnerships with practicing scientists as role models. Such interventions may help cultivate more positive and realistic views of science and potentially increase pupils’ interest in pursuing science-related careers.