A Systematic Literature Review of Science Identity: Definitions and Theoretical Frameworks

• In Event: Science Teaching and Learning: Student Attitudes and Identity

Abstract

This paper is based on two decades of research on science identity in the K-12 context with a focus on the theoretical frameworks and the methodological approaches that researchers use in addressing questions related to equity and social justice in science education. A systematic review of the literature was undertaken to identify existing gaps/barriers in the current approaches in addressing science for all students in the K-12 context. This review organized extant studies on science identity by coding around two key variables: (a) definitions of science identity, and (b) theoretical frameworks and methodological tools employed. Findings indicated that there is a dearth in empirical evidence that examines science identity through an intersectional lens.

Author

• Desiree Fleure Sylvestre, University of Toronto