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Development and Validation of an Instrument to Measure High School Students’ Science Identity in Science Learning

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Abstract

Students’ science identity has been identified as an important construct that positively influences their learning engagement, persistence, and career intentions in science. This paper reported the process of developing and validating an instrument that can be used to assess high school students’ science identity. The development of this instrument was based upon four components in the conceptual framework of science identity: performance, competence, recognition, and interest. After the questionnaire was developed, a pilot study was undertaken for 197 high school students. Then the second administration collected data from 215 students for further validation. Both samples included pupils across grades 8, 10, and 11. Results of data analysis indicated that this instrument has strong construct validity and reliability when used with junior and senior high school students. This instrument could be practically useful as a tool for gathering information that can guide teachers in improving their teaching practices and help to evaluate the effectiveness of science educational interventions.

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Acknowledgments

1. This study was supported by a research project entitled "Develpoing a Science Identity Survey Instrument and Applying It in Measuring the Effects of a STEM program" provided by University of Macau (MYRG2019-00134-FED). 2. Dr. Cathy Ka Weng Hoi (Beijing Normal University) and Dr. Xiaoyang Gong (Tianjin Normal University) had read previous versions of this paper and gave invaluable comments and suggestions. We would extent our gratitude to them. 

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Authors and Affiliations

  1. Faculty of Education, University of Macau, Room 2039, E33, Avenida da Universidade, Taipa, Macau

    Sitong Chen

  2. Faculty of Education, University of Macau, Room 3027, E33, Avenida da Universidade, Taipa, Macau

    Bing Wei

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  1. Sitong Chen
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  2. Bing Wei
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Correspondence to Bing Wei.

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Appendix. List of items in the Student Science Identity (SSI) questionnaire

Appendix. List of items in the Student Science Identity (SSI) questionnaire

Science performance scale:

  1. P1

    I think I did well in science classes.

  2. P2

    I am able to get a good grade in science subjects.

  3. P3

    I am able to complete my science homework.

  4. P4

    I am proficient in using tools and operating apparatus in experiments.

  5. P5

    I can smoothly conduct a science inquiry activity.

  6. P6

    I can get a good grade in science and technology competitions.

Science competence scale:

  1. C1

    I think I am good at science.

  2. C2

    I can understand scientific laws and principles well.

  3. C3

    I am able to use science to explain the nature phenomena in daily life.

  4. C4

    I believe I can learn a lot of knowledge in science classes.

  5. C5

    I believe I will do well in science.

  6. C6

    I believe I can learn even the hardest parts of scientific knowledge if I try.

Science recognition scale:

  1. R1

    I think myself as a science person.

  2. R2

    My classmates recognize me as a science person.

  3. R3

    My science teachers recognize me as a science person.

  4. R4

    My family and friends recognize me as a science person.

Science interest scale:

  1. I1

    I will learn more about science knowledge through a variety of sources.

  2. I2

    I like to participate in various scientific activities.

  3. I3

    I think the science knowledge taught in my classes is important in real world.

  4. I4

    I like the science equipment in my science classes.

  5. I5

    I like to attend classes that are related to science.

  6. I6

    I am interested in careers that are related to science.

  7. I7

    I plan to pursue science careers in the future.

  8. I8

    I would feel comfortable talking to people who work in science careers.

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Chen, S., Wei, B. Development and Validation of an Instrument to Measure High School Students’ Science Identity in Science Learning. Res Sci Educ 52, 111–126 (2022). https://doi.org/10.1007/s11165-020-09932-y

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  • DOI: https://doi.org/10.1007/s11165-020-09932-y

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