Early informal STEM experiences and STEM identity: The importance of talking science Article

Dou, Remy, Hazari, Zahra, Dabney, Katherine et al. (2019). Early informal STEM experiences and STEM identity: The importance of talking science . 103(3), 623-637. 10.1002/sce.21499

Open Access

cited authors

  • Dou, Remy; Hazari, Zahra; Dabney, Katherine; Sonnert, Gerhard; Sadler, Philip

sustainable development goals

authors

publication date

  • May 1, 2019

webpage

keywords

  • ACHIEVEMENT
  • AGENCY
  • ASPIRATIONS
  • ASSOCIATION
  • ENGAGEMENT
  • Education & Educational Research
  • PARTICIPATION
  • PERSPECTIVES
  • PHYSICS IDENTITY
  • STEM
  • STUDENTS
  • Social Sciences
  • WORK
  • career
  • identity
  • informal
  • talking

Digital Object Identifier (DOI)

publisher

  • WILEY

start page

  • 623

end page

  • 637

volume

  • 103

issue

  • 3