TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY
TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY

Summary/Abstract: Understanding the science identity of university students who have completed the national science curriculum is essential, as it provides insight into how formal education shapes their relationship with science. This study examines the forms of science identity among university students, moving beyond insider-oriented definitions that hinge solely on proximity to scientists. In this study, science identity is defined as the self-perception formed through the integration of one’s perceptions of the self, society, and science in scientific contexts. To investigate this construct, we employed Q methodology. From 335 statements generated through literature review and interviews, 42 were selected as the Q sample. Forty university students then completed Q-sorts, resulting in the identification of four distinct science identity types. The science acceptance type recognized the importance of science yet perceived distance from it. The science use type viewed science as a practical tool, with limited concern for ethical or social implications. The science-loving type valued science intrinsically, enjoying inquiry but showing weaker engagement with responsibility. The science responsibility type emphasized addressing environmental and societal challenges through science. By moving beyond an insider-centred view, this study highlights diverse identity forms and their implications for science education.

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