The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Personal and Social Interactions Between Young Girls and Scientists: Examining Critical Aspects for Identity Construction
Abstract
At a 5-day summer camp designed for middle-school girls (N = 50), fifth through ninth-grade students were able to identify with individual scientists and learn more about the science field. Data from the girls’ journals, pictorial representations, and field notes demonstrated that these young women related to scientists who actively engaged them in hands-on, problem-based activities and had a sense of humor while doing so. Girls closely identified with science fields that offer an opportunity for travel and for interaction with animals. In addition, it is evident that the girls’ personal and social interactions shaped their perceptions of scientists and helped them internalize their experiences as members of a science community in relation to their overall science identities.
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“The literature also indicates that -irrespective of the employed perspective on identity development and research methods -next to hands-on and on-site activities, role models may help adolescents in the in-depth exploration of their identities (Farland-Smith 2012; Hughes et al. 2013; Jones and Deutsch 2013; Whiting 2006).”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Farland-Smith 2012
Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
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Cited by
The Role of School in Adolescents’ Identity Development. A Literature Review
Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9457-3 · Cited by 318
“…of the employed perspective on identity development and research methods—next to hands-on and on-site activities, role models may help adolescents in the in-depth exploration of their identities (Farland-Smith, 2012; Hughes, Nzekwe, & Molyneaux, 2013; Jones & Deutsch, 2013; Whiting, 2006).”
Method
Metadata
- Authors
- Farland-Smith, D.
- Affiliations
- Department of Teaching and LearningThe Ohio State University-Mansfield1680 University Drive44906MansfieldOHUSA
- Venue
- Journal of Science Teacher Education
- Publisher
- Informa UK Limited
- Published
- 2012-02-16
- Volume
- 23
- Issue
- 1
- Pages
- 1-18
- ISSN
- 1046-560X (ISSN-L)
- 1573-1847
- OpenAlex
- W2071018367
- Cited by
- 39
- References
- 1
- Citations by year
- 2026: 2 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 5 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 3 · 2016: 6 · 2015: 4 · 2014: 2 · 2013: 3 · 2012: 1
- FWCI
- 3.94
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Science Teacher Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- science identity, middle school girls, summer science camp, science outreach, identity construction, scientific communities, problem-based learning, humor in science, perceptions of scientists
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