Found: 14
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Examining Student Engagement with Science Through a Bourdieusian Notion of Field.
- Published in:
- Science & Education, 2018, v. 27, n. 5/6, p. 501, doi. 10.1007/s11191-018-9988-5
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- Article
A Missing Piece of the Puzzle? Exploring Whether Science Capital and STEM Identity are Associated with STEM Study at University.
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- International Journal of Science & Mathematics Education, 2024, v. 22, n. 7, p. 1615, doi. 10.1007/s10763-023-10438-y
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- Article
Young peoples' tech identity performances: why materiality matters.
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- International Journal of STEM Education, 2020, v. 7, n. 1, p. N.PAG, doi. 10.1186/s40594-020-00249-w
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- Article
Sciencey Girls: Discourses Supporting Working-Class Girls to Identify with Science.
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- Education Sciences, 2018, v. 8, n. 1, p. 19, doi. 10.3390/educsci8010019
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- Article
"I see myself as a STEM person": Exploring high school students' self‐identification with STEM.
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- Journal of Research in Science Teaching, 2022, v. 59, n. 5, p. 720, doi. 10.1002/tea.21742
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- Article
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers.
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- London Review of Education, 2023, v. 21, n. 1, p. 1, doi. 10.14324/LRE.21.1.37
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- Article
Towards justice-oriented science teaching: examining the impact of the science capital teaching approach on teachers.
- Published in:
- London Review of Education, 2023, v. 21, n. 1, p. 1, doi. 10.14324/LRE.21.1.37
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- Article
The identity turn in science education research: a critical review of methodologies in a consolidating field.
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- Cultural Studies of Science Education, 2023, v. 18, n. 3, p. 695, doi. 10.1007/s11422-022-10130-7
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- Article
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.
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- Cultural Studies of Science Education, 2022, v. 17, n. 2, p. 405, doi. 10.1007/s11422-021-10065-5
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- Article
Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms.
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- Cultural Studies of Science Education, 2019, v. 14, n. 3, p. 723, doi. 10.1007/s11422-018-9870-4
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- Article
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices.
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- Science Education, 2024, v. 108, n. 3, p. 792, doi. 10.1002/sce.21856
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- Article
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion.
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- Science Education, 2023, v. 107, n. 4, p. 912, doi. 10.1002/sce.21794
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- Article
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.
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- Science Education, 2021, v. 105, n. 1, p. 166, doi. 10.1002/sce.21602
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- Article
Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms.
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- Science Education, 2017, v. 101, n. 5, p. 741, doi. 10.1002/sce.21291
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- Article