Our Neighborhood: A Place for Heightening Emotional Energy in Science Education
Author:
Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-319-43353-0_8
Reference39 articles.
1. Aikenhead, G. S. (2006). Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.
2. Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36, 4–12. doi: 10.1016/j.cedpsych.2010.08.001 .
3. Bellocchi, A., & Ritchie, S. (2015). “I was proud of myself that I didn’t give up and I did it”: Experiences of pride and triumph in learning science. Science Education, 99, 638–668. doi: 10.1002/sce.21159 .
4. Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching, 51, 1301–1325. doi: 10.1002/tea.21170 .
5. Bianchini, J. A., Johnston, C. C., Oram, S. Y., & Cavazos, L. M. (2003). Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Science Education, 87, 419–443.
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