Middle School Student Perspectives on Science Identity During a Storyline Unit that Integrated Critical Consciousness

• In Event: Personal / Emotional Relevance in Student Science Learning

Abstract

This qualitative study explores how middle school students’ science identities are shaped through participation in a customized unit designed to integrate critical consciousness and real-world relevance. Drawing on pre- and post-interviews with students, the research highlights how a curriculum that connects scientific learning to issues such as health disparities and access to food resources can support shifts in students’ perceptions of science and themselves as “science people.” Findings focus on two key themes: (1) a movement from abstract or stereotypical views of science identity toward more relational, applied understandings, and (2) an expanded awareness of science as a tool to understand and address social issues. The study offers implications for equity-oriented curriculum design and inclusive science instruction in middle schools.

Authors

• Sarah E. Fogelman, Boston College

• Maria A. Moreno Vera, Boston College

• Ji Sun Ham, Taunton Public Schools

• Katherine L. McNeill, Boston College