Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 337

The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.

Developing a sustained interest in science among urban minority youth

Basu, Sreyashi Jhumki, Barton, Angela Calabrese·2007·Journal of Research in Science Teaching
DOI 10.1002/tea.20143
Open this paper in CoChat — free account

Abstract

This study draws upon qualitative case study to investigate the connections between the “funds of knowledge” that urban, high‐poverty students bring to science learning and the development of a sustained interest in science. We found that youth developed a sustained interest in science when: (1) their science experiences connected with how they envision their own futures; (2) learning environments supported the kinds of social relationships students valued; and (3) science activities supported students' sense of agency for enacting their views on the purpose of science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 466–489, 2007

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1002/tea.20143

Cites

25 of 25 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Cited by

See all 337

Metadata

Authors
Basu, S. J., & Barton, A. C.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2006-11-14
Volume
44
Issue
3
Pages
466-489
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.20143
OpenAlex
W2089012067
Cited by
337
References
25
FWCI
29.11
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.