Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science

Abstract

Our purpose in this paper is to put forward an argument about both the need and the value for understanding how the constructs of science identity and the nature of science (NOS) might intersect and intertwine and offer useful insights about science participation in times of crises. Based on our knowledge and understanding of these two research areas, we maintain that science identity research has not been fully engaged in understanding how perspectives on NOS might be intersecting with the questions of who can be (or not) a scientist and who is allowed (or not) in science. In this paper, we argue that the formation of a disrupting science identity that challenges existing constructed systems of power in science, requires robust understandings of NOS that place emphasis on the socially-produced narratives about science and scientists. In doing so, we engage with the following questions: (a) How have understandings of NOS contributed to conceptualizations of who can be a scientist and who is recognized as a scientist? (b) How have these conceptualizations contributed to producing exclusionary narratives and perpetuating inequalities in science? and, (c) How might an exploration of NOS through the lens of science identity be used to promote goals related to equity and social justice?

Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators

“…This study establishes the role of cultural backgrounds when it comes to accepting NOS as a necessary outcome of science education--depending on the background of the teacher or teacher educator, this value for NOS is not a given. Cultural experiences, specifically the role of religion and science as varying epistemologies, seemed to bear equal influence for participants from both eastern and western contexts, reaching the general conclusion that religion and science do not need to be considered at odds with one another, but rather different ways of knowing (Avraamidou & Schwartz, 2021).…”

“…Research has examined the intersection of science identity and NOS understanding (Avraamidou & Schwartz, 2021;Celik, 2020;Elcan Kaynak, Akerson, & Cevik, 2020);El Takach & Yacoubian, 2020). Conceptions of NOS will shape individuals' ideas about who can or cannot be a scientist, or who is allowed to participate in science.…”

Humanistic science education: The history of science and other relevant contexts

“…Zeidler et al (2002) concurred. Similarly, Avraamidou and Schwartz (2021) pointed out a serious omission in the standard content of NOS: it ignores “the politicized NOS or the political, ethical and cultural dimensions of science” (p. 337). Interestingly, these dimensions are found in the TOUS test—themes I.7, II.2, III.4, III.6, and III.7 (Figure 1).…”

Humanistic school science: Research, policy, politics and classrooms

“…Students' science identities speak to their intrinsic motivation to do well in science (Avraamidou & Schwartz, 2021) and are closely associated with a student's sense-making processes used in their everyday world-the lens through which they view their world-and the way others identify the student with science; plus how strongly a student feels that connection. The stronger their science identity, the more they: believe in science, value scientific ways, and want to become a scientist (Brickhouse, 2007).…”