My Grades Are not as Good as a Scientist

Abstract In this paper, we present findings from an exploratory qualitative study that investigated perceptions of science and scientists, which can shape how learners participate in narrative-based socioscientific digital media and hands-on activities. We examine how middle school learners conceptualize science and scientists’ roles through their possible selves and the way in which they express their interests. We present findings of interviews with middle school students who took part in digital media and hands-on science activities in a school science classroom. Our findings show that while there are variations in the ways that students perceive science and scientists, many students in our study are influenced by formal learning environments (e.g., school), and some students have difficulty making connections between informal and formal science activities. By examining learners’ heterogeneous perceptions of science and scientists, we identified students’ perceptions of the qualities of scientists, science responsibility, and science in daily life, along with ideas inspired by the activities we presented. In our discussion, we consider how the constructs of possible self and interest in science can enable students to engage in science and to think about science and scientists in more expansive ways. Lessons from this study can support middle school students in developing a positive scientist possible self and increase their interest in science.