An Exploration of Science Identity: A Case Study of a Science Centre Program for Middle School Youth
Bibliographic record
Abstract
This study examined how a science centre fostered youth connections to science through a program for 12 to 14-year-olds from two nearby low-income neighbourhoods in Canada. Using field notes and group interviews with 17 youth and five program instructors, I explored youth identification with the science centre and science, framed by three dimensions of science identity: agency, belonging, and recognition. Findings revealed shared experiences with program instructors, the opportunity to apply knowledge about their community, and the ability to envision futures supported by family, strengthened youth ties to the centre. Engaging in challenge-based activities and meeting science professionals helped youth see examples of people who participate in science and supported youth to imagine how they could fit into the field. This study highlights the role of science centers in fostering middle school youth’s connection to science by creating identity-affirming spaces where they can explore and see themselves as part of the scientific community
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.007 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.001 | 0.006 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".