TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY

Juwon Kim; Sungman Lim

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TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY

Title	TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY
Publication Type	Journal Article
Year of Publication	2025
Authors	Kim, J, Lim, S
Journal	Journal of Baltic Science Education
Volume	24
Issue	6
Start Page	1169-1188
Pagination	continuous
Date Published	December/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	competent outsider, Q methodology, science education, science identity, scientific literacy
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.
URL	https://journals.indexcopernicus.com/search/article?articleId=4713341
DOI	10.33225/jbse/25.24.1169
Refereed Designation	Refereed
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