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International Journal of STEM Education
Fig. 1 | International Journal of STEM Education

Fig. 1

From: Beyond performance, competence, and recognition: forging a science researcher identity in the context of research training

Fig. 1

ECRs’ science identity assessment as a continuum. ECRs in our study conceptualized science identity broadly as being a science student, a science researcher, or a career researcher. ECRs defined each point in the continuum by the purpose of the work they associated with each identity. ECRs conceived that being a science student meant doing work for the purpose of learning to be a researcher. Being a science researcher meant doing work focused on addressing a research question or testing hypotheses. Being a career researcher meant doing work in the pursuit of one’s own research agenda. To place themselves on this continuum, ECRs considered factors from the prevailing science identity model (Carlone & Johnson, 2007; Hazari et al., 2010; Potvin & Hazari, 2013) and work-learning and identity-learning cycles (Pratt et al., 2006)

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