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Conference Proceedings

2019 Poster: How can evaluation both support science identity formation and assess change in science identity over time?

February 11, 2019 | Informal/Formal Connections, Professional Development, Conferences, and Networks, Public Programs

The Museum of Science, Boston and Boston University received funding from the National Science Foundation to develop and implement a pilot program mentoring high school students in science research, communication, and education practices, through the lens of experimental psychology research. The project's evaluation focused on understanding how program elements contributed to changes in teens' science identities. This poster establishes the programmatic model, and unpacks the range of approaches employed in triangulating meaningful evaluation data.

This poster was presented at the 2019 NSF AISL awardee meeting.


  • Rachel Fyler
    Project Staff
    Museum of Science, Boston
  • REVISE logo
    Children's Museum of Pittsburgh
  • BeckiKipling
    Principal Investigator
    Museum of Science, Boston
  • Citation

    DOI : n/a


    Funding Program: Division of Research on Learning
    Award Number: 1811276
    Funding Amount: $299,999.00
    Discipline: Education and learning science | Social science and psychology
    Audience: Evaluators | Museum/ISE Professionals | Youth/Teen (up to 17)
    Environment Type: Higher Education Programs | Professional Development and Workshops | Museum and Science Center Programs

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