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Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2809
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dc.contributor.authorLuehmann, April Lynn
dc.contributor.authorChaffee, Rachel
dc.contributor.authorTinelli, Liz
dc.contributor.authorFluet, Kimberly
dc.date.accessioned2020-01-08T21:54:06Z
dc.date.accessioned2020-01-09T14:13:23Z-
dc.date.available2020-01-08T21:54:06Z
dc.date.available2020-01-09T14:13:23Z-
dc.date.issued2010-06
dc.identifier.citationLuehmann, A. L., Chaffee, R., Tinelli, L., & Fluet, K. (2010). I Don't Do Science: Urban Minority Girls' Science Identity Development in an Informal Authentic Science Context. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 270-271). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.2.270
dc.identifier.urihttps://repository.isls.org//handle/1/2809-
dc.description.abstractUrban middle school girls participated in a 10-week voluntary, after-school science club, Science STARS, designed to foster positive science identity development through collaborative, authentic science experiences, culminating in recognition of this work among peers and community members. This study explores the specific roles and paths five participating girls took through STARS as they developed a more positive scientific identity and the role of the facilitators in that development.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleI Don't Do Science: Urban Minority Girls' Science Identity Development in an Informal Authentic Science Contexten_US
dc.typePostersen_US
Appears in Collections:ICLS 2010

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