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Investigating Undergraduate Biology Students' Science Identity Production.

Paul T Le1, Leanne Doughty2, Amreen Nasim Thompson2

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Students develop science identities by making meaning of their experiences and being recognized as part of the scientific community. This understanding is crucial for biology education to encourage persistence in science.

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Area of Science:

  • Biology Education
  • Sociocultural Psychology

Background:

  • Identity production is key to student engagement and persistence in science disciplines.
  • Understanding how students form science identities informs pedagogical approaches.

Purpose of the Study:

  • To explore the process of science identity production in undergraduate biology students.
  • To investigate the influence of conceptual identity production (CIP) and procedural identity production (PIP) on science identity.

Main Methods:

  • Interviews with 26 undergraduate students in a general biology course.
  • Analysis of interview data using hierarchical coding schemes for CIP and PIP.
  • Exploration of how social identities and experiences impact science identity formation.

Main Results:

  • Students' socially constructed identities (e.g., race, gender) and personal experiences significantly influenced their science identity production.
  • Authoring experiences (making meaning) and recognition by others as a community member were key factors.
  • CIP and PIP were characterized through analysis of student narratives.

Conclusions:

  • Educators should foster inclusive environments that support students' science identity development.
  • Recognizing and validating students' experiences are crucial for their persistence in science.
  • Interventions can be designed to enhance positive science identity production in biology classrooms.