A museum course linked weekly design choices with middle-school STEM identity exploration
2nd International Conference on Quantitative Ethnography (ICQE 2020)
How intentionally designed activities supported different processes of environmental-science identity exploration. The results linked the design of weekly activities with the identity facets students emphasized, illustrating shifting processes of identity exploration. A small design-based case without a randomized counterfactual cannot isolate curricular components or establish durable identity change and later career acquisition.
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