The Effects of Science Identity on Transformative Experience in Science: A Structural Equation Modeling Approach

• In Event: Identity as an Outcome and Unfolding Process in Science Education

Abstract

Science identity is an important factor that influence students’ transformative experience in science. The primary aim of this study was to examine the effects of three characteristics of science identity (self-concept, scientific interest and scientific career orientation) on students’ in-class and out-class transformative experience in science. The sample comprised 357 eighth grade students from two secondary schools. One transformative experience questionnaire and one science identity scale were employed in this study. The results of structural equation modeling analysis indicated that both science self-concept and scientific interest had significant effects on students’ transformative experience in the classroom. The results also revealed that science career orientation positively associated with transformative experience beyond the classroom.

Authors

• Yu Lan, East China Normal University

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University