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dc.contributor.authorHilson, Melvin
dc.date.accessioned2023-12-08T19:28:14Z
dc.date.available2023-12-08T19:28:14Z
dc.identifier.urihttp://hdl.handle.net/10675.2/624927
dc.description.abstractScience identities are a central entity in science education and STEM careers such as research and teaching (Nutall et al., 2018). In the realm of pedagogy, there are multiple factors that have an influence on the effectiveness and salience of identities and learning content. According to research done by Robinson et al. 2018, science identities can be destabilized and solidified given certain experiences and factors. This holds great importance because they affect the salience and effectiveness of certain programs and types of pedagogy. The strengthening of science identities through formal mentoring programs has been correlated with higher GPAs and an increased likelihood of persisting in the field of science (Piatt et al., 2019). Science identities are important in the field of science education, and more research placed into this field of study increases the likelihood of students pursuing careers in science (Carlone &Johnson, 2007). Our qualitative study focuses on conceptualizing science identity and its components within undergraduate mentors and K-12 students, with the goal of increasing the understanding of science identity to enhance the efficiency of classroom pedagogy and its outcomes.en_US
dc.language.isoen_USen_US
dc.titleMentor Science Identities and their Influence on Student Relationships with Science: A Qualitative Exploration of the iBEARS Programen_US
dc.typeAbstracten_US
dc.typeArticleen_US
dc.identifier.journalArsenal: Volume 6en_US
dc.description.advisorDr. Alex St. Louis Table of Contentsen_US
refterms.dateFOA2023-12-12T14:41:02Z


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