Students’ science identity has been identified as an important construct that positively influences their learning engagement, persistence, and career intentions in science. This paper reported the process of developing and validating an instrument that can be used to assess high school students’ science identity. The development of this instrument was based upon four components in the conceptual framework of science identity: performance, competence, recognition, and interest. After the questionnaire was developed, a pilot study was undertaken for 197 high school students. Then the second administration collected data from 215 students for further validation. Both samples included pupils across grades 8, 10, and 11. Results of data analysis indicated that this instrument has strong construct validity and reliability when used with junior and senior high school students. This instrument could be practically useful as a tool for gathering information that can guide teachers in improving their teaching practices and help to evaluate the effectiveness of science educational interventions.

学生的科学身份已被确定为对他们在科学领域的学习投入、坚持和职业意向产生积极影响的重要结构。本文报告了开发和验证可用于评估高中生科学身份的工具的过程。该工具的开发基于科学身份概念框架中的四个组成部分：绩效、能力、认可和兴趣。问卷编制完成后，对 197 名高中生进行了试点研究。然后第二届政府收集了 215 名学生的数据以进行进一步验证。两个样本都包括 8、10 和 11 年级的学生。数据分析结果表明，该量表在初、高中学生使用时具有较强的结构效度和信度。该工具可作为一种收集信息的工具在实践中非常有用，可以指导教师改进教学实践并帮助评估科学教育干预的有效性。