Development of a Chemistry Inquiry Identity Framework for Secondary Education

Thesis Abstract

This study investigates how secondary education chemistry students construct and enact an inquiry-oriented identity within classroom practice, addressing the gap between curricular emphasis on inquiry and students’ self-concept as inquirers. The problem addressed is that traditional chemistry instruction often foregrounds content mastery over authentic inquiry dispositions, potentially limiting student engagement and long-term scientific self-efficacy. The aim is to develop a validated Chemistry Inquiry Identity Framework (CIIF) that explains how epistemic beliefs, affect, motivation, and classroom practices converge to shape students’ identities as inquirers. Specific objectives are to (1) delineate dimensions of inquiry identity relevant to chemistry learning, (2) examine the relationships among epistemic beliefs, epistemic emotions, instructional practices, and identity development, (3) validate a CIIF instrument with robust reliability and construct validity, (4) investigate how teacher enacted inquiry practices influence student identity trajectories, and (5) propose implications for curriculum and teacher professional development. A sequential mixed-methods design is employed, beginning with a qualitative exploratory phase followed by a quantitative validation phase. In the qualitative phase, purposeful sampling selects 40 students aged 14–16 from four public secondary schools and 6 chemistry teachers. Data are collected via semi-structured interviews, classroom-observation field notes, and stimulated-recall protocols over a 12-week unit on chemical investigations, complemented by 8 focus groups with students to capture diverse perspectives. Thematic analysis guided by Braun and Clarke is used to derive preliminary components of inquiry identity and associated indicators. In the quantitative phase, a cross-sectional survey is administered to 600 students and 40 teachers to test the emergent CIIF construct. Instrument validity is established through exploratory and confirmatory factor analyses, with internal consistency assessed via Cronbach’s alpha and composite reliability. Structural equation modeling (SEM) tests a hypothesized model in which teacher inquiry practices and students’ epistemic beliefs predict inquiry identity, which in turn forecasts motivation and engagement in laboratory investigations. Additionally, qualitative data from a subset of 60 participants are analyzed thematically to triangulate findings and refine the CIIF. The study expects to identify core dimensions of chemistry inquiry identity, including epistemic agency (felt ownership of inquiry goals and methods), epistemic curiosity, methodological self-efficacy in experimental design and data interpretation, role-based participation in group inquiry, and alignment with authentic scientific norms. It hypothesizes that enacted inquiry-oriented pedagogies—such as problem-based investigations, open-ended questioning, and student-led hypothesis testing—will positively predict inquiry identity, with epistemic beliefs moderating the strength of these relationships. The anticipated outcomes include a validated CIIF instrument with demonstrated reliability (Cronbach’s alpha > .80 for subscales) and a robust SEM model showing adequate fit indices (CFI > .95, RMSEA < .06). The study also expects to reveal differential effects of inquiry practices across gender and prior achievement levels, informing targeted interventions. Contributions to knowledge include (i) a theoretically grounded, context-specific framework integrating identity theory with chemistry education research on inquiry, (ii) empirical evidence linking classroom inquiry practices to identity formation and motivation, and (iii) a practical instrument and analytic model for researchers and practitioners to diagnose and foster inquiry identities in secondary chemistry. The framework advances the understanding of how secondary students negotiate belonging to the scientific community through inquiry activities, with implications for curriculum design, assessment strategies, and professional development of chemistry teachers to create normative cultures of inquiry. The main conclusion anticipated is that deliberate cultivation of authentic inquiry experiences, aligned with epistemic development and supportive classroom norms, fosters resilient chemistry inquiry identities that sustain student engagement and persistence in STEM pathways. Recommendations include implementing integrated professional development programs that train teachers to design open-ended investigations, adopt reflective practices to surface students’ identity narratives, and assess inquiry identity as part of ongoing formative assessment. Suggestions for further research include longitudinal studies tracking identity trajectories beyond secondary schooling and cross-cultural replications to establish the generalizability of the CIIF across diverse educational contexts.