Predictors of science identity in primary school: epistemological beliefs, competency beliefs, and science learning experiences

ABSTRACT

Science identity helps explain the attitude students have towards science, assessing how and why they choose to engage with it both inside and outside of school. Over time, each student develops an identity as a scientist based upon perceptions held by themselves and others. Students’ science identity may vary depending on their gender, educational opportunities, and epistemological beliefs. For this reason, the study investigated the predictors of primary school students’ science identity. A total of 775 primary school students aged 9–12 from the Turkish sample participated in the research. Structural equation modelling was used to examine the predictors of science identity. Findings showed that science identity is related to epistemological beliefs, science competence, and optional science learning experiences. Accordingly, the models used to explain science identity can be expanded with belief, competence, and experience variables. The current study has contributed to the understanding of the science identity in primary school students and has provided insights into the science identity of children in Turkey as an Eastern society.

KEYWORDS:

• Epistemological beliefs
• competency beliefs
• science learning experiences
• science identity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics approval

This study was approved by the ethics committee of the Dicle University (02.08.2023/−539904).

Consent to participate

Informed consent was obtained from all individual participants included in the study.

Data availability statement

The data that support the findings of this study are available from the corresponding author upon request.

Additional information

Funding

This study is supported within the scope of TUBITAK 1002 project number 123K683.