Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Bite

This unit is part of Dig Into Science learning modules, part of the ACESSE project. Dig into Science is designed to introduce teachers, paraprofessionals, principals, or anyone else to current science education, often called “three dimensional” science education.

Goal: Recognize science as a diverse, human-driven field influenced by different cultures and perspectives, helping students see themselves as potential contributors and fostering scientific literacy

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How do student’s interests and identities shape their perceptions of becoming a “science person?”

Identity is a set of meanings that define who a person perceives themselves to be (18). Science identity is a construct of identity specific to science knowledge and, to date, there is no consensus on the definition of science identity (19). However, two characteristics of science identity are commonly emphasized: recognition of oneself as a “science person” and recognition of being a “science person” in a social context, especially by influential persons, including professors, teachers, advisors, and peers (20, 21). Science identity is dynamic, and student trajectories may shift directions over time depending on students’ lived experiences and social interactions with others (21, 22).