A central argument for implementing reform-based teaching methods in school science is to promote learners’ epistemic agency (González-Howard & McNeill, 2020; Stroupe, 2014). Research in physics education has shown that, for instance, inquiry-based methods increase engagement with disciplinary knowledge and practices (e.g., Etkina et al., 2020; Kapon, 2016). In the nexus of agency, engagement and practices, the connection from the physics classroom to students' everyday lives is believed to be essential for students to develop science identities (Carlone, 2004; Kapon et al., 2018). Conversely, teaching and learning activities that connect physics learning to students’ everyday lives may also influence their science practice (Danielsson & Linder, 2009; Gonsalves et al., 2016). Therefore, it is important to investigate how students’ identities influence the development of their epistemic agency as physics learners.