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<p>The Draw-A-Scientist Test (DAST) has long been used to examine perceptions of scientists, yet its paper-based administration and analysis present limitations in accessibility, adaptability, and analytic precision for young learners and diverse audiences. This study introduces DigiDAST, a digital adaptation of the DAST that assesses children’s perceptions of scientists through interactive, developmentally appropriate tools. Guided by a content analysis of 696 paper-based DAST drawings, an initial prototype was developed and tested with 36 children (ages 3–10) and 16 adult caregivers during two public library events. Using an iterative design approach, we examined usability, face-validity, and response-process evidence through structured cognitive interviews and observational field notes. Hybrid inductive–deductive thematic analysis yielded six themes: engagement, representation alignment, self-reflection, collaborator selection, navigation and usability, and scientist identity. Findings inform ongoing refinement and planned reliability and validity studies to strengthen interpretive claims and classroom applicability.</p>

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Design and early validation of a digital assessment for science perceptions (DigiDAST)

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月16日

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  • Sara Sweetman,
  • Adel Sabour,
  • Abdelrahman Eljamal,
  • Abdeltawab Hendawi,
  • Lisa Jones

摘要

The Draw-A-Scientist Test (DAST) has long been used to examine perceptions of scientists, yet its paper-based administration and analysis present limitations in accessibility, adaptability, and analytic precision for young learners and diverse audiences. This study introduces DigiDAST, a digital adaptation of the DAST that assesses children’s perceptions of scientists through interactive, developmentally appropriate tools. Guided by a content analysis of 696 paper-based DAST drawings, an initial prototype was developed and tested with 36 children (ages 3–10) and 16 adult caregivers during two public library events. Using an iterative design approach, we examined usability, face-validity, and response-process evidence through structured cognitive interviews and observational field notes. Hybrid inductive–deductive thematic analysis yielded six themes: engagement, representation alignment, self-reflection, collaborator selection, navigation and usability, and scientist identity. Findings inform ongoing refinement and planned reliability and validity studies to strengthen interpretive claims and classroom applicability.