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Brickhouse, N. W., & Potter, J. T. (2001). Young Women’s Science Identity Information in an Urban Context. Journal of Research in Science Teaching, 38, 965-980.
https://doi.org/10.1002/tea.1041

has been cited by the following article:

  • TITLE: Preschool Teachers Understanding of Science Identity

    AUTHORS: Donna Farland-Smith

    KEYWORDS: Preschool, Science, Identity, Professional Development

    JOURNAL NAME: Creative Education, Vol.9 No.2, February 26, 2018

    ABSTRACT: This study utilized a survey to analyze preschool teachers’ perceptions of science identity before and after watching an episode ofSid the Science Kidduring a professional development. A total of twelve teachers participated in the study by completing pre and post survey questions. The one question that was addressed during this study was how teachers felt about science identity before and after watching the Sid the Science Kid episode? Two notable conclusions were a result of this study 1) preschool teacher’s lack of awareness and understanding of science identity; and 2) preschool teacher’s appreciation and willingness of students’ to role play being a scientist, but little understanding of why this role play is beneficial.