The construction of scientists’ image in East Asian high school biology textbooks: a comparative analysis based on China, Japan and South Korea

Background The portrayal of scientists in science textbooks plays a crucial role in shaping students’ perceptions of science and influencing their interest in scientific careers.Purpose This study aims to analyze how scientists are depicted in high school biology textbooks from China, Japan, and South Korea, using a refined analytical framework adapted to East Asian cultural contexts.Method A comparative content analysis was conducted on nine widely used textbooks published by leading national publishers in the three countries. Multiple dimensions – including physical traits, personality characteristics, work-related attributes, and background – were systematically coded and analyzed.Results Significant variations were observed across the textbooks. Chinese textbooks predominantly relied on textual descriptions, while Japanese and Korean materials employed more balanced integration of visual representations. Although stereotypical physical depictions were minimal, portrayals remained predominantly male and Eurocentric. There was a strong emphasis on scientific achievements, with limited attention to inquiry processes and the social contexts of scientists’ work.Conclusions To promote a more inclusive and authentic understanding of science, it is essential to diversify representations in terms of gender, nationality, and scientific roles. Greater emphasis on scientific inquiry and personal narratives is also recommended. These findings contribute to the global discourse on science education reform and offer practical guidance for enhancing textbook development in East Asia and other regions.