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Promoting Positive Science Identities

Strategies and ideas to help develop students' science identities.

Prioritize Communication in Science

Have informal and formal opportunities to practice reading, writing, listening and speaking.
Prioritize Communication in Science
  • Emphasize Importance: Explain to students the importance of clear communication in science.
  • Communication Tools: Prioritize students using technical vocabulary and language conventions.
  • Prompt reflection: Have students reflect on strengths and challenges about reading or writing science texts- and plan for addressing the challenges.

Position all Students as Scientists

Use inclusive language to help students see themselves as scientists.
Position all students as scientists
  • Emphasize malleable characteristics: Explain that skills such as persistence, curiosity, and learning new skills are developed over time.
  • Set participation norms: Create a space where everyone can make contributions to activities.
  • Use inclusive language: “As scientists, we”
  • Model growth mindset: Find opportunities to share stories that demonstrate that science isn’t easy- understanding comes from mistakes and learning from them. 

Allow all Students to be Science Authorities

Emphasize using judgment and explain their reasoning rather than focus on the right answer.
Allow all students to be science authorities
  • Let Students Plan: Let students construct representations or investigations.
  • Prompt Student Thinking: Ask students to explain, justify, and refine their responses or work.

Demonstrate that Science Actually Matters

Build bridges beyond the curriculum.
Demonstrate that science actually matters
  • Plan events: Consider assemblies, camps, extracurriculars, trips, guest speakers, projects. 

Reference

Content and inspiration drawn from:

Faller, S. E. (2018). When you walk into this room, you're scientists! Science Scope, 41(9), 6-9. https://www-proquest-com.library.relay.edu/scholarly-journals/when-you-walk-into-this-room-youre-scientists/docview/2062645297/se-2.