Investigating Science Identities of Secondary Science Preservice Teachers Engaging with a Community Driven Science Project

Abstract

Community driven science has emerged as a way to engage participants in learning about science while giving them a deeper understanding of what it means to do science and identify as one who does science. This multi-method case study investigated how secondary science preservice teachers experienced a community driven science project within the context of a university course and whether and how their experiences influenced their science identities. Pre- and post-surveys, semi-structured interviews, and course assignments were analyzed using the construct of an individual’s science identity embedded within a community of practice to answer the three research questions. Participants overcame challenges and reported aspects of enjoyment, interest, and learning within the community driven science project. Results suggest engagement with a community driven science project can foster identity development when practiced within the structure of a university course. Additionally, engagement with the project gave participants an opportunity to practice their science skills and supported their learning of science practices. Results from this study showcase some similarities and differences from research exploring participant outcomes and engagement with community driven science in informal and out of school contexts. This study could serve as a model for teacher preparation programs to support secondary science preservice teachers’ science identities.