Abstract Student engagement with science remains a critical concern in science education policy and practice. This study explores how Finnish lower secondary school students construct their emerging science identities across out-of-school and school science contexts. We first screened questionnaire responses from 401 seventh-grade students to examine their interest and self-perceptions in science. A purposefully selected sample of 26 students was then interviewed to explore their science identity constructions in greater depth. The results uncover nuanced and unexpected positive identity expressions. Students described emotionally meaningful experiences particularly through nature-oriented engagement. Parental influence and pedagogical approaches were also found to shape students’ science identities in both supportive and limiting ways. Four identity positions emerged: Engaged Science Members, Unconfident Science Participants, Reluctant Science Achievers, and Disconnected Science Observers. The findings highlight the relational and dynamic nature of science identity development. The study underscores the importance of recognising and supporting diverse science identity trajectories through both formal instruction and informal, lived experiences with science. Implications for science education practice and identity support are discussed.
Salonen et al. (2026) studied this question.