Citations (56)
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Megan Bettis. (2023) Implementing SEL in STEM—Challenges and Opportunities. Connected Science Learning 5:3.
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Duygu Sönmez & Nilay Öztürk. (2022) Preparing to teach in informal settings: preservice science teachers’ experiences in a natural history museum. International Journal of Science Education 44:18, pages 2724-2744.
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Jorge Martín-García & María Eugenia Dies Álvarez. (2022) An examination of teacher’s goals for a school crystal growing competition: more than having fun. International Journal of Science Education 44:6, pages 962-979.
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Kerstin Röllke, Daniela Sellmann-Risse, Annkathrin Wenzel & Norbert Grotjohann. (2021) Impact of inquiry-based learning in a molecular biology class on the dimensions of students’ situational interest. International Journal of Science Education 43:17, pages 2843-2865.
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Elizabeth A.C. Rushton & Michael J. Reiss. (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education 57:2, pages 141-203.
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Victoria Millar, Maurizio Toscano, Jan van Driel, Emma Stevenson, Chloë Nelson & Clare Kenyon. (2019) University run science outreach programs as a community of practice and site for identity development. International Journal of Science Education 41:18, pages 2579-2601.
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Kirsten Sadler, Efrat Eilam, Stephen W. Bigger & Fiachra Barry. (2018) University-led STEM outreach programs: purposes, impacts, stakeholder needs and institutional support at nine Australian universities. Studies in Higher Education 43:3, pages 586-599.
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Esther Agunbiade, Kenneth Ngcoza, Kavish Jawahar & Joyce Sewry. (2017) An Exploratory Study of the Relationship between Learners’ Attitudes Towards Learning Science and Characteristics of an Afterschool Science Club. African Journal of Research in Mathematics, Science and Technology Education 21:3, pages 271-281.
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Pei-Ling Hsu, Giuliano Reis & Angelica Monarrez. (2017) Identity Discourse in Preservice Teachers' Science Learning Autobiographies and Science Teaching Philosophies. Canadian Journal of Science, Mathematics and Technology Education 17:3, pages 179-198.
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Kelly Riedinger & J. Randy McGinnis. (2017) An investigation of the role of learning conversations in youth’s authoring of science identities during an informal science camp. International Journal of Science Education, Part B 7:1, pages 76-102.
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Lauren Madden & Eric Wiebe. (2015) Multiple Perspectives on Elementary Teachers’ Science Identities: A case study. International Journal of Science Education 37:3, pages 391-410.
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Lucy Avraamidou. (2015) Reconceptualizing Elementary Teacher Preparation: A case for informal science education. International Journal of Science Education 37:1, pages 108-135.
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Lucy Avraamidou. (2014) Studying science teacher identity: current insights and future research directions. Studies in Science Education 50:2, pages 145-179.
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T.L. Walker & R.
I. R. Blyth. (2013) Inquiry for Inspiration: The Students on the Beamlines Program at the Canadian Light Source. Synchrotron Radiation News 26:1, pages 21-24.
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NatalieA. Tran. (2011) The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning. International Journal of Science Education 33:12, pages 1625-1651.
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April
Lynn Luehmann. (2009) Students’ Perspectives of a Science Enrichment Programme: Out‐of‐school inquiry as access. International Journal of Science Education 31:13, pages 1831-1855.
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April Lynn Luehmann. (2008) Blogs' Affordances for Identity Work: Insights Gained From an Urban Teacher's Blog. The New Educator 4:3, pages 175-198.
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Lulu Garah & Shulamit Kapon. (2023) The reification of identity narratives in teacher–student discourse during an inquiry project. Science Education 108:1, pages 190-222.
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Şule ELMALI, Fatime BALKAN KIYICI & Ayşe Nur ŞARE AKKUŞ. (2023) Opinions of Teachers' Conducting Science Courses Regarding Outdoor Education: A Phenomenological Study. Journal of Teacher Education and Lifelong Learning.
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Ti’Era Worsley & Sara Heredia. (2023) Exploring STEM Teacher Learning in Out-of-School Settings: Sites for Learning about Relevance. Education Sciences 13:3, pages 305.
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Esther García-González & Michela Schenetti. (2022) Education in nature and learning science in early childhood: a fertile and sustainable symbiosis. Journal of Outdoor and Environmental Education 25:3, pages 363-377.
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Hüseyin BAYRAM. (2021) Views of Social Studies Teachers on Scientific Research Methodology. Participatory Educational Research 8:4, pages 64-83.
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