Laurel Carpenter

Science identity influences long-term success and persistence in science fields (Rodriguez et al., 2019). Carlone & Johnson (2007) developed a science identity model with three intersections: competence, performance, and recognition; that was expanded by Hazari et al. (2010) to include interest to explain physics identity. Both models used individual self-perception data from interviews and surveys and used subjects in advanced stages of schooling. This study evaluates the Hazari et al. (2010) model using video data to detect evidence of observable behaviors indicative of science identity in small groups of 9th grade students participating in inquiry-based activities. Findings indicate that Hazari et al.’s (2010) model components are evident in observable behaviors. Negative interest and recognition were more commonly observed in young women students.