Abstract
Science education has been entrusted with the responsibility to improve young learners' scientific literacy and enhance their ability to think, behave and act in a manner of a scientist. Scientists have frequently been conceived as professionals, critical thinkers, creative talents, and experts providing scientific information. This study ventures into the critical examination of young learners' perceptions of scientists, probing whether these views are static or evolve with educational engagement. Through the participation of 140 elementary students in Greece, it is aimed to unravel the influence of gender stereotypes and media portrayal on learners' conceptualization of scientists, comparing contemporary perceptions to historical data. The approach includes a “Draw a Scientist” activity and surveys administered before and after exposure to educational media, offering a unique lens on the stereotypes and the potential transformative power of targeted educational interventions. Initial findings point toward a malleable understanding of scientific roles among young learners, influenced significantly by media and role models. This research investigates into the initial perceptions of scientists held by students and examines if these perceptions evolve following engagement in a systematic educational setting while underlines the need for media literacy and diverse representation in STEM fields to foster an inclusive perception of science from an early age.