Science Capital and Its Relationship to Science Identity and Epistemic Beliefs in Science Among First-Year Secondary School Students

Author

Faculty of Education, Beni-Suef University

Abstract

This study examined the levels of Science Capital (SC), Science Identity (SI), and Epistemic Beliefs in Science (EBS) among first-year secondary school students. It also investigated significant differences in these levels based on gender (male/female) and type of education (general secondary vs. Al-Azhar secondary). Additionally, the study explored the relationships between “SC” and both “SI” and “EBS” and assessed the predictive contribution of “SC” components to these two variables. A descriptive correlational predictive design was adopted, and three instruments—developed by the researcher—were employed: the “SC” Test, the “SI” Test, and the “EBS” Test. The sample comprised (462) students from general secondary schools and Al-Azhar institutes across Giza, Fayoum, Beni-Suef, and Minya governorates. Results indicated that participants exhibited moderate levels across “SC”, “SI”, and “EBS”, with no statistically significant differences observed based on gender or type of education. However, “SC” demonstrated strong positive correlations with both “SI” and “EBS”. Among “SC” components, science-related cultural capital was the strongest predictor of both “SI” and “EBS”. In contrast, the contribution of scientific behaviors and practices was statistically significant yet weak in predicting “SI”, and weak and non-significant in predicting “EBS”.

Keywords

Main Subjects

Files

Share

How to cite

Statistics