Journal of Research in Science, Mathematics and Technology Education

A Curriculum Evaluation of a Genetics Unit from a Science Identity Perspective

Sarah E. Fogelman 1 * ,
Maria A. Moreno Vera 1 * ,
Katherine L. McNeill 1 *
1 Boston College* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 219-240
OPEN ACCESS VIEWS: 180 DOWNLOADS: 85 Publication date: 15 Jun 2025
ABSTRACT
Science identity refers to an individual’s identification with the field of science and their sense of belonging, engagement, and affiliation with science-related activities, values, and communities. A lack of representation and opportunities to engage in science, however, may hinder students from developing a strong science identity, particularly those from marginalized populations. Research suggests that curriculum materials can have an impact on teacher and student learning, including attitudes and motivation towards science. Nonetheless, further investigation is needed to understand which specific aspects of curriculum play a role in students’ science identity. Given the potential that curriculum materials have in promoting equitable science instruction, this study sets out to analyze, as a preliminary step, the extent in which the genetics unit of a reform-oriented storyline curriculum promotes positive student science identities with self-concept, perspective-taking, and community as evaluating criteria. Findings show that the curriculum addresses all three criteria but that there is room for expanding the depth in which science identity is fostered, particularly in the perspective-taking criteria. Further research, including research validation and classroom implementation, is needed to provide more comprehensive evidence of these effects.
KEYWORDS
Science Identity, Science Education, Science Curriculum
CITATION (APA)
Fogelman, S. E., Moreno Vera, M. A., & McNeill, K. L. (2025). A Curriculum Evaluation of a Genetics Unit from a Science Identity Perspective. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 219-240. https://doi.org/10.31756/jrsmte.419SI
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