Exploring rural and urban disparities in primary school learners’ perceptions of scientists

Abstract

The study explored the perceptions of scientists and their roles by Namibian learners from rural and urban primary schools in Ompundja circuit, Oshana region. The Draw-a-Scientist-Test (DAST) was used to investigate the ideas of 176 learners aged 9 to 11 years. Stratified, random sampling was utilised to select the learners, and the resulting quantitative data were analysed using descriptive statistics to investigate the perceptions. The study revealed the rural-urban divide in science education experiences or exposure from the drawings. A notable finding was the low prevalence of the traditional scientific dress, the laboratory coat, especially from rural schools. This could be due to limited exposure to the stereotypical image of scientists. Drawings by learners in rural schools had a higher number of nature elements such as plants. This indicated a nature-centric view and experiences of science. Mathematics and science teachers featured quite prominently in rural learners’ illustrations, suggesting the crucial role they play in shaping learners’ perceptions. Rural learners’ drawings had fewer descriptive elements compared to urban learners and this point to a potential gap in the communication abilities or the ability to express scientific knowledge. Vocational trades featured in drawings especially from rural schools hinting at a broader understanding of science beyond the stereotypical laboratory setting. The results from this study emphasised the importance of context-specific strategies and educational practices that cater for the diverse experiences and localities of learners, particularly in rural environments. Conclusively DAST opens the importance of the role of place in shaping educational experiences of learners and recommends the need for educational practices that cater to diverse experiences and contexts and to create learning networks rooted in place.