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
Special Issue: Special Issue on Discipline-Centered Postsecondary Science Education
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
Additional Supporting Information may be found in the online version of this article at the publisher's web-site.
|tea21150-sm-0001-SuppTab-S1.docx||18K||Supporting Information Table 1 Summary of William's identity work and positioning|
|tea21150-sm-0001-SuppTab-S2.docx||18K||Supporting Information Table 2 Summary of Amy's identity work and positioning|
|tea21150-sm-0001-SuppTab-S3.docx||19K||Supporting Information Table 3 Summary of Aaliyah's identity work and positioning|
|tea21150-sm-0001-SuppTab-S4.docx||15K||Supporting Information Table 4 Summary of figured worlds and celebrated subject positions in each classroom|
Please note: Wiley Blackwell is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.