| Engaging undergraduate students in science practices that support them in shaping their
science-linked identities is an important goal for undergraduate biology education as it is
theorized to increase student persistence and retention in the sciences. This research uses
qualitative methods (multiple, descriptive, longitudinal case studies) to analyze 3 cases from
different contexts throughout the undergraduate education trajectory where students were given
opportunities to participate in primary literature critique. Additionally, I conducted a multiple
case study with five students from two of the cases to explore what was important about
critiquing the primary literature to promote science-linked identity work. Undergraduates
participated in primary literature discussions in several legitimate ways such as, disciplinary and
non-disciplinary critique, collective sensemaking, and posing thought experiments. These same
students expanded their meanings of competence and critique which promoted not only their
participation in critique, but also created opportunities for recognition work. |