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Wallace, C. S., & Brooks, L. (2015). Learning to teach elementary science in an experiential, informal context: Culture, learning, and identity. Science Education, 99(1), 174–198. doi:10.1002/sce.21138
Wallace and Brooks examined the culture of an elementary science education methods course conducted in a summer science camp, along with the professional identity development of the preservice teachers during their participation in the course.