A Faculty of One: Exploring the Concept of a “Science Identity” and Its Importance in the Teaching and Learning Environment

Dr. Ayre is a candidate for the Assistant Professor in Life Sciences Pedagogy position

Wednesday, June 29, 2022 at 1 PM
CSF-1309

Abstract

The concept of identity is a fundamental, yet often overlooked aspect of student engagement with life sciences, and other Science, Technology, Engineering and Math (STEM) fields. The science identity is a recent and evolving conceptualization to describe and examine how learners view their relationship with STEM. The foundation of the ‘science identity’ is defined by three core aspects: 1) Recognition of oneself as a ‘science person’ and recognition as a science person by others; 2) Performance of behaviours associated with STEM; and 3) Competence and understanding of STEM content. Exploring in whom science identities develop (or do not develop) offers a novel approach for evaluating how individual experiences, accessibility to STEM opportunities (particularly for under-represented groups in STEM education), institutional practices and societal influences contribute to shaping how learners see themselves, their engagement with STEM education and their learning outcomes. As educational institutions continue to evolve, understanding how science identification influences individual education choices will be a paramount concern for designing modern, personally responsive, and equitable teaching and learning opportunities.