Pathways to science: Factors shaping early adolescent science identity development

Abstract

This study explores scientific identity development in students transitioning to middle school, examining factors influencing science engagement. The study tracked 9 students (7 fourth, 2 fifth graders) over two years in public elementary and middle-schools. Findings reveal both intrinsic motivations, such as inherent enthusiasm for hands-on discovery, and external forces, including parental attitudes and their influence on the development of emerging identities. While an early positive attitude toward science appears, marked divergences emerge in the middle-school between students aspiring toward science and those who do not. For the latter group, family support and flexible pedagogy can sustain interest. Among intrinsically motivated students, environments that foster exploration and provide recognition during the emotionally charged period of puberty are critical for maintaining interest and the desire to continue engaging in science. Findings on the interplay of motivations, relationships, and puberty inform strategies for science engagement in early adolescence.