Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science
Article first published online: 8 APR 2014
© 2014 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 51, Issue 7, pages 836–869, September 2014
How to Cite
Carlone, H. B., Scott, C. M. and Lowder, C. (2014), Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science. J. Res. Sci. Teach., 51: 836–869. doi: 10.1002/tea.21150
- Issue published online: 11 AUG 2014
- Article first published online: 8 APR 2014
- Manuscript Accepted: 8 MAR 2014
- Manuscript Received: 15 JAN 2013
- National Science Foundation. Grant Number: REC#0546078
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