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ERIC Number: EJ956502
Record Type: Journal
Publication Date: 2012-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
Personal and Social Interactions between Young Girls and Scientists: Examining Critical Aspects for Identity Construction
Farland-Smith, Donna
Journal of Science Teacher Education, v23 n1 p1-18 Feb 2012
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A