What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective-Reference-Cited by-同舟云学术

What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective

Published:2021 Issue: Volume: Page:5-35
ISSN:2197-1730
Container-title:Urban Agriculture
language:
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Author:

Skinner Ellen A.,Chi Una,

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-70030-0_2

Reference101 articles.

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2. Association for Science Education Outdoor Science Working Group. (2010). Outdoor science: A co-ordinated approach to high-quality teaching and learning in fieldwork for science education. The Association for Science Education and the Nuffield Foundation.

3. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.

4. Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508–518. https://doi.org/10.1111/josh.12278.

5. Bircan, H., & Sungur, S. (2016). The role of motivation and cognitive engagement in science achievement. Science Education International, 27(4), 509–529.

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