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

   MENŞURE ALKIŞ KÜÇÜKAYDIN; ÇİĞDEM AKKANAT AVŞAR; ELÇİN AYAZ; ELİF SAYICI

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.

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