Social Identity and Nature of Science Knowledge at the Undergraduate Level

Liv Taylor; Mandana Sobhanzadeh; Nicholas Strzalkowski

doi:10.29173/isotl861

Authors

Liv Taylor https://orcid.org/0009-0003-0290-7327
Mandana Sobhanzadeh Mount Royal University
Nicholas Strzalkowski Mount Royal University https://orcid.org/0000-0003-4998-2300

DOI:

https://doi.org/10.29173/isotl861

Keywords:

Nature of science, Social identity, Science education, Science literacy, Undergraduate education

Abstract

Science literacy is essential for informed participation in modern society, and undergraduate education plays a critical role in fostering science literacy among science and non-science students. One important component of science literacy is understanding the nature of science (NOS), yet traditional NOS frameworks have been critiqued for oversimplifying scientific practice and neglecting its social and cultural dimensions. While social identity is known to influence student academic engagement and performance, little is known about how identity factors such as gender, age, program and level of study, being a visible minority, or parental education influences NOS beliefs. In this study, 272 undergraduate students from a Canadian liberal arts university completed an online questionnaire assessing NOS knowledge. Students generally demonstrated a solid understanding of NOS, though their comprehension of scientific methods is limited. No significant differences in NOS beliefs were found across social identity groups, but non-science majors were more likely to report uncertainty in their responses compared to science majors. These findings suggest that traditional NOS measures may fail to capture the nuanced ways that social identity shapes science understanding, emphasizing the need for justice-oriented approaches to NOS education.

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Author Biographies

Liv Taylor

Liv Taylor (otayl585@mtroyal.ca) received her BSc from Mount Royal University in 2024 and co-authored the current project as part of her undergraduate thesis. Liv is currently a medical student at the University of Calgary where she continues to explore her passion for science literacy and communication.

Mandana Sobhanzadeh, Mount Royal University

Mandana (Mandy) Sobhanzadeh (msobhanzadeh@mtroyal.ca) is an Associate Professor at Mount Royal University in the Department of General Education. Mandy's scholarship interests include STEM education, educational psychology, and mathematical physics. She is passionate about undergraduate numeracy and scientific literacy education.

Nicholas Strzalkowski, Mount Royal University

Nicholas (Nick) Strzalkowski (nstrzalkowski@mtroyal.ca) is an Associate Professor at Mount Royal University, cross-appointed in the departments of Biology and General Education. His research interests include the sensorimotor control of human movement and science education. He is driven to promote undergraduate science engagement and literacy.

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