An interdisciplinary enrichment Historical scientific unit; to develop the two identities: historical, scientific, and inter-knowledge; among middle school students

ثانيًا: المراجع الأجنبية:

1. Adjepong, A., (2018), Historical Imperialism in Science: A Theory of the Relationship between History and Other Disciplines, International Journal of History and Cultural Studies, 4(1).
2. Archer, L., & DeWitt, J., (2016), Understanding Young People's Science Aspirations: How students form ideas about ‘becoming a scientist’, New York, N: Routledge.
3. Archer, L., et.al., (2010), “Doing” science versus “being” a scientist: Examining 10/11year old schoolchildren's constructions of science through the lens of identity, Science Education, 94(4), 617-639.
4. Benes, K. E., (2001), German Linguistic Nationhood, 1806-66: Philology, Cultural Translation, and Historical Identity in Preunification Germany, Unpublished PhD, Program Authorized to Offer Degree: History Department, University of Washington.
5. Berglanda, B., (2017), The incompatibility of neoliberal university structures and interdisciplinary knowledge: A feminist slow scholarship critique, Educational Philosophy and Theory, Taylor & Francis Group, 50(11), 1029–1034.
6. Brickhouse, N. W., & Potter, J. T., (2001), Young women's scientific identity formation in an urban context, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(8), 965-980.
7. Brickhouse, N. W., Lowery, P., & Schultz, K., (2000), What kind of a girl does science? The construction of school science identities, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(5), 441-458.
8. Brown, T. J., et.al., (2006), Identity, intended image, construed image, and reputation: An interdisciplinary framework and suggested terminology, Journal of the academy of marketing science, SAGE, 34(2), 99-106.
9. Brubaker, R., & Cooper, F., (2000), Beyond" identity", Theory and society, Kluwer Academic Publishers, 29(1), 1-47.
10. Byrd, N. B., (2009), Historical Identity Development Patterns and Contemporary Multicultural Identity in First, Second, and Third Generation Counseling, Perspectives on Urban education, Spring 2009, 20 – 31. 
11. Cahill, J., (1996), Locating the sacred body in time: a study in hagiography and historical identity, Unpublished Master of arts, Department of English, McGill University.
12. Carlone, H. B., & Johnson, A., (2007), Understanding the science experiences of successful women of color: Science identity as an analytic lens, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1187-1218.
13. Castronovo, R., (2000), Within the Veil of Interdisciplinary Knowledge?: Jefferson, Du Bois, and the Negation of Politics, New Literary History, The Johns Hopkins University Press, 31(4), 781-804.
14. Chudyk, S. A., (2019), Implementation of the Next Generation Science Standards: An In-Depth Analysis of Science and Engineering Practices in the Enactment of an Interdisciplinary STEM Unit in an Eighth Grade Science Classroom, (Doctor of Philosophy), State University of New york.
15. Cundiff, J. L., et.al., (2013), Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?, Social Psychology of Education, 16(4), 541-554.
16. Curtis, S., & Koivisto, M., (2010), Towards a Second ‘Second Debate’? Rethinking the Relationship between Science and History in International Theory, International Relations, 24(4), 433-455.
17. DeFelice, A., (2014), Science Identity Transformations Through Place-Based Teaching And Learning In The Natural World.
18. Del Guercio, C., (2004), An interdisciplinary curriculum and its positive effect on student motivation in the classroom, (Masters of Arts), Caldwell College, United States.  
19. Drewery, A., Moore, J. & Whittick, C., (Spring/Summer 2001), Re-presenting Fanny Cornforth: The makings of an historical identity, The British Art Journal, British Art Journal, 2 (3), 3-15.
20. Dube, S., (2002), Historical Identity and Cultural Difference: A Critical Note, Economic and Political Weekly, 37(1), 77-81.
21. Duerr, L. L., (2008), Interdisciplinary instruction, Educational Horizons, 86(3), 173-180.
22. Duraisingh, E. D., (2012), Interpreting the past, interpreting themselves?: How young people use history to talk about their lives, identities, and values, Unpublished PhD, Faculty of the Graduate School of Education of Harvard University.
23. Edelenbos, J., Bressers, N., & Vandenbussche, L., (2017), Evolution of interdisciplinary collaboration: what are stimulating conditions?, Science and Public Policy, 44(4), 451-463.
24. El Guind, F., (2019), Toward a New Paradigm of World Governance, Promoting leadership in thought that leads to action, 3(6), 90- 79.
25. Federico, S., (1997), Old stories and new Trojans: the gendered construction of English historical identity, Unpublished PhD, faculty of the university graduate School, Indiana University.
26. Friedrich, K., (2006), History, Myth and Historical Identity, In Early Modern Europe: Issues and Interpretations, edited by James B., Collins and Karen L. Taylor, Australia, Blackwell Publishing Ltd.
27. Fry, S., (2016), Economic Transformation and Historical Identity: A Case Study of Osceola County, Florida, Master of Arts in Public History, Middle Tennessee State University.
28. Fryslie, M., (2001), The historian’s castrated slave: the textual eunuch and the creation of historical identity in the Ming history, Unpublished PhD, Asian Languages and Cultures: Chinese, University of Michigan.
29. Fuoss, J.A., (2018), Contested Narratives: The Influence of Local Remembrance on National Narratives of Gettysburg During The 19th Century, Unpublished Master of Arts in 19th Century American History, Eberly College of Arts and Science at West Virginia University.
30. Gauvain, M., (2018), From Developmental Psychologist to Water Scientist and Back Again: The Role of Interdisciplinary Research in Developmental Science, Child Development Perspectives, 12(1), 45-50.
31. Gee, J. P., (2000), Chapter 3: Identity as an analytic lens for research in education, Review of research in education, 25(1), 99-125.
32. Greeley, C., (2003), The future of the past: Holocaust, Genocide and the oppression narrative in recent American history, Master of Arts, College of Arts and Sciences, Department of History, University of Northern Colorado.
33. Guo, R., (2018), Cross-Border Resource Management, (Third ed.): Academic Press, Elsevier.
34. Gyimah, M. & Allen, S., (2016), Critical Historical Identity: Countering the Crisis of Disenfranchisement in the Literacy Curriculum, Black History Bulletin, Association for the Study of African American Life and History, 79(2), 6-11.
35. Harper, K., (2018), Integrating the natural sciences and Roman history: Challenges and prospects, History Compass, 16(12),1-14.
36. Hazari, Z., Sadler, P. M., & Sonnert, G., (2013), The science identity of college students: Exploring the intersection of gender, race, and ethnicity, Journal of College Science Teaching, 42(5), 82-91.
37. Hazari, Z., et.al., (2010), Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study, Journal of research in science teaching, 47(8), 978-1003.
38. Herrera, F. A., et.al., (2012), A model for redefining STEM identity for talented STEM graduate students, Paper presented at the American Educational Research Association Annual Conference.
39. Holmes, L., (2000), Reframing learning: Performance, identity and practice. Paper presented at the Critical Contributions to Managing and Learning: 2nd Connecting Learning and Critique Conference.
40. Illeris, K., (2014), Transformative learning and identity, Journal of Transformative Education, 12(2), 148-163.
41. Jiang, S., et.al.,(2018), Examining Science Identity Development in a Disciplinary Role-taking Multimodal Composing Environment. In Kay, J. and Luckin, R. (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, 3. London, UK: International Society of the Learning Sciences.
42. Jones, C., (2010), Interdisciplinary Approach - Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies, ESSAI, DigitalCommons, 7(26), 76-81.
43. Kane, J. M., (2012), Young African American children constructing academic and disciplinary identities in an urban science classroom, Science Education, Wiley Online Library, 96(3), 457-487.
44. Keita, M., (2001), Conceptualizing/ Re-conceptualizing Africa: The Construction of African Historical Identity: Introduction,  Journal of Asian and African studies, 36(4), 331 – 337.
45. Khan, N. A., (2007), The Land of Lalla-Ded: Politicization of Kashmir and Construction of the Kashmiri Woman the Kashmiri Woman, Journal of International Women’s Studies, 9, 22 – 41.
46. Knox, R. L. M., (2017), Understanding Interdisciplinary Knowledge Experiences and Perspectives in Mind, Brain, and Education, Unpublished PhD, Faculty of The Graduate School of Education and Human Development of The George Washington University.
47. Lave, J., & Wenger, E., (1991), Situated learning: Legitimate peripheral participation, Cambridge university press.
48. Le, P. T., et.al., (2019), Investigating Undergraduate Biology Students’ Science Identity Production, CBE—Life Sciences Education, American Society for Cell Biology, 18(4).
49. Liu, J. H. & László, J., (2007), A narrative theory of history and identity: Social Identity, Social Representations, Society, and the Individual in Social Representations and Identity Content, Process, and Power, First published, Palgrave Macmillan™, Library of Congress Cataloging-in-Publication Data,
50. Liu, M., Shi, D., Li, J., (2017), Double-edged sword of interdisciplinary knowledge flow from hard sciences to humanities and social sciences: Evidence from China, PLoS ONE, 12(9), 1-16.
51. Llobera, J. R., (1990), Introduction: the historical identity of Catalonia, Critique of anthropology, 10(2), 3- 10.
52. Lonner, A. A., (2005), Mediating the Past: Gustav Freytag, Progress, and German Historical Identity, 1848-1871. New York, Peter Lang Publishing.
53. Luther, D., (2015), Active citizens and the historical identity of a city: the case of Bratislava– Podhradie, Research report, 4(63), 355 – 365.
54. Lyall, C., et.al., (2013), The role of funding agencies in creating interdisciplinary knowledge, Science and Public Policy, Published by Oxford University Press, 40, 62-71.
55. Manager, L., (2017), Lab Safety Rules and Guidelines, Retrieved from https://www.labmanager.com/lab-health-and-safety/science-laboratory-safety-rules-guidelines-5727
56. Marutani, A., (2015), An Ethic of the White Southern Self: The Dialectics of Historical Identity and Individual Anonymity in Intruder in the Dust, The Faulkner Journal, Johns Hopkins University Press, 29(2), 71-88.
57. McCormick, M., (2011), History's changing climate: climate science, genomics, and the emerging consilient approach to interdisciplinary history, Journal of Interdisciplinary History, 42(2), 251-273.
58. McDonald, M. M., et.al., (2019), A single-item measure for assessing STEM identity, Paper presented at the Frontiers in Education.
59. Mcelroy, C. P., (2017), How environmental sciences build interdisciplinary knowledge claims: cyberinfrastructure affordances under conflicting institutional logics, Unpublished PhD, Department of Design and Innovation, Case Western Reserve University.
60. McGraw, E. R. L., (1995), The country of the heart: twentieth – century representations of southern Jewishness, Unpublished PhD, Faculty of the Graduate School of Vanderbilt University.
61. Mininni, G., Manuti, A. & Curigliano, G., (2012), Commemorative acts as discursive resources of historical identity, Culture & Psychology, SAGE, 19(1) 33–59.
62. Mohammed, K., (2013), The role of history, historiography and historian in nation building, International Journal of Humanities and Social Science Invention, 2(7), 50-57.
63. Moon,S., (2008), Mechanism of mass mobilization and creating state citizens during the economic development period: a case of South Korea, Unpublished PhD, Faculty of the Graduate School of the University of Texas at Austin.
64. Morawska, E., (2003), Disciplinary Agendas and Analytic Strategies of Research on Immigrant Transnationalism: Challenges of Interdisciplinary Knowledge, The International Migration Review, Sage Publications, Inc. on behalf of the Center for Migration Studies of New York, Inc, 37(3), 611- 640.
65. Naiman, R. J., et.al., (2005), Ecology, Conservation, and Management of Streamside Communities, Academic Press, Elsevier.
66. National Academies of Sciences Engineering Medicine, (2018), The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree, Washington, DC: The National Academies Press.
67. Omikunle, A., (2008), Communities of Practice and their Role in Interdisciplinary Knowledge Sharing for Architectural Sustainability Practice, Submitted in partial fulfilment of the requirements for the degree of MSc. in Project and Enterprise Management.
68. Orsucc, F. F., (2019), Interdisciplinary knowledge and beyond algorithms and patterns, Chaos and Complexity Letters, Nova Science Publishers, Inc, 13(1), 1-13.
69. Oyserman, D., (2015), Pathways to success through identity-based motivation, Oxford University Press, USA.
70. Perez, T., Cromley, J. G., & Kaplan, A., (2014), The role of identity development, values, and costs in college STEM retention, Journal of educational psychology, American Psychological Association, 106(1), 315.
71. Plum, C. J., (2005), Antifascism & the historical identity of east German youth, 1961-1989, Unpublished PhD, University of Wisconsin- Madison.
72. Ragueneau, O. et.al., (2018), The Impossible Sustainability of the Bay of Brest? Fifty Years of Ecosystem Changes, Interdisciplinary Knowledge Construction and Key Questions at the Science-Policy-Community Interface, Frontiers in Marine Science, Original research, 5, 1-17.
73. Rains, S. L., (2018), Examining High School Students' Scientific Identity and Interest In STEM Careers After Participating in an Afterschool Bioscience Course, Northern Arizona University.  
74. Rame, A. K., (2017), Native American narratives on history and identity: lessons for conflict resolution, Master of Arts, Faculty of the School of International Service of American University.
75. Renwick, C., (2016), Biology, social science and history: interdisciplinarity in three directions, Palgrave Communications,Nature, 2(1), 1-5.
76. Richter, M., Gendolla, G. H., & Wright, R. A., (2016), Three decades of research on motivational intensity theory: What we have learned about effort and what we still don't know, Advances in motivation science, Elsevier, 3, 149-186.
77. Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L., (2015), Longitudinal associations among undergraduates' research experience, self‐efficacy, and identity, Journal of research in science teaching, NARST, 52(6), 847-867.
78. Rodin, D., (1998), Cultural-Historical and Political Identity, Politika misao, XXXV(5), 83—88.
79. Sabirov, A., (2010), Oral History – from dvv international Projects to Practice in Uzbekistan, History and Identity: Insights into the dvv international History Network, International Perspectives in Adult Education, Matthias Klingenberg (Ed.), 65, 67 – 74.
80. Salehjee, S. Q., (2017), Making scientists: Developing a model of science identity, (Doctor of Philosophy), Brunel University London.
81. Sasaki, I., et.al., (2019), Dealing with revered past: Historical identity statements and strategic change in Japanese family firms, Strategic management Journal, John Wiley & Sons, Ltd, WIELY, 41(3), 1 – 34.
82. Sedighi, M., (2013), Interdisciplinary relations in some high‐priority fields of science and technology, Library Review, 62(7), 407-419.
83. Sjøberg, S., & Schreiner, C., (2010), The ROSE project. An overview and key findings, University of Oslo, 10(10).
84. Stets, J. E., & Burke, P. J., (2000), Identity theory and social identity theory, Social psychology quarterly, 224-237.
85. Syed, M., Azmitia, M., & Cooper, C. R., (2011), Identity and academic success among underrepresented ethnic minorities: An interdisciplinary review and integration, Journal of Social Issues, The Society for the Psychological Study of Social Issues, 67(3), 442-468.
86. Szostak, R., Gnoli, C., Huertas, M. L., (2016), Interdisciplinary Knowledge Organization, Switzerland: Springer.
87. Todd, B., (2015), Little scientists: Identity, self-efficacy, and attitude toward science in a girls' science camp, University of Oregon. 
88. Van Horne, K., & Bell, P., (2017), Youth disciplinary identification during participation in contemporary project-based science investigations in school, Journal of the Learning Sciences, 26(3), 437-476.
89. Vickers, E., (2002), Conclusion: deformed relationships-identity politics and history education in East Asia, International Journal of Educational Research, Elsevier Ltd, 37, 643–651.
90. Vincent-Ruz, P., & Schunn, C. D., (2018), The nature of science identity and its role as the driver of student choices, International journal of STEM education, 5(1), 48.      
91. Wesselink, A., (2009), The Emergence of Interdisciplinary Knowledge in Problem-Focused Research, Area, Wiley on behalf of The Royal Geographical Society (with the Institute of British Geographers), 41(4), 404-413.
92. Wexler, L., (2009), The Importance of Identity, History, and Culture in the Wellbeing of Indigenous Youth, Journal of the History of Childhood and Youth, Johns Hopkins University Press, 2(2), 267 – 276.
93. Yi, N. & Wang, X., (2013), Historical identity in the Shangshu, Journal of Chinese Philosophy, 40(1), 185–194.