Abstract
An important goal of science education is helping students develop sophisticated understandings about what science is, how it is done, and for what purposes (National Research Council, 1996, 2012). Just as importantly, science education should help students imagine themselves within scientific activity, including considering what counts as science in and out of school in more robust ways (Bang & Medin, 2011). In this chapter, we present findings from a series of interviews, given three times throughout one school year, that asked 54 children in six classrooms, grades 1–3, to draw and talk about two times they were scientists.
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Tucker-Raymond, E., Varelas, M., Pappas, C.C., Keblawe-Shamah, N. (2012). Young Children’s Multimodal Identity Stories about Being Scientists. In: Varelas, M. (eds) Identity Construction and Science Education Research. Bold Visions in Educational Research, vol 35. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-043-9_6
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DOI: https://doi.org/10.1007/978-94-6209-043-9_6
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