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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


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