January 1st, 2015 | RESEARCH
Current science education reforms emphasize the ways in which students’ scientific practices, such as experimenting, collecting data, and interpreting results, develop over time. Bricker and Bell suggest that practices develop not only over time, but also across multiple settings and opportunities. Their study shows how, over several years, one youth’s identification with science was shaped by many everyday moments, social configurations, and collaborators.
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Suzanne Perin, Author, University of WashingtonRelated URLs
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Audience: Educators | Teachers | Families | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: General STEM
Resource Type: Research Brief | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Public Programs