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Identifying with science?

January 1, 2013 | Public Programs, Informal/Formal Connections
This paper presents a case study of two currently high-achieving 13-year-old British Asian schoolgirls: One appears keen to pursue advanced science learning, whilst the other seems more likely to reject such a path. Wong’s discussion offers insight into how young people develop an identity with science—or not. His analysis adds to the literature on why students rapidly lose interest in science on reaching adolescence and secondary school.

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  • 2014 10 22 Heather KING
    Heather King
    Author
    King's College London
  • Caroline Osborne
    Author

    • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | General STEM
    Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals
    Environment Type: Public Programs | Informal/Formal Connections | K-12 Programs
    Access and Inclusion: Ethnic/Racial | Asian Communities

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