Early informal STEM experiences and STEM identity: The importance of talking science-Reference-Cited by-同舟云学术

Early informal STEM experiences and STEM identity: The importance of talking science

Published:2019-01-30 Issue:3 Volume:103 Page:623-637
ISSN:0036-8326
Container-title:Science Education
language:en
Short-container-title:Sci. Ed.

Author:

Dou Remy¹²^ORCID,Hazari Zahra¹²³,Dabney Katherine⁴,Sonnert Gerhard⁵,Sadler Philip⁵

Affiliation:

1. Department of Teaching & LearningFlorida International UniversityMiami Florida

2. STEM Transformation Institute, Florida International UniversityMiami Florida

3. Department of PhysicsFlorida International UniversityMiami Florida

4. Department of Teaching & LearningVirginia Commonwealth UniversityRichmond Virginia

5. Department of Science EducationHarvard‐Smithsonian Center for AstrophysicsCambridge Massachusetts

Funder

National Science Foundation

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21499

Reference58 articles.

1. “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity

2. Science Aspirations, Capital, and Family Habitus

3. Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine;Aschbacher P. R.;Journal of Research in Science Teaching,2009

4. How Families Use Questions at Dioramas: Ideas for Exhibit Design

5. We Be Burnin'!Agency, Identity, and Science Learning

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