Science Self-Concept, Relatedness, and Teaching Quality: a Multilevel Approach to Examining Factors that Predict Science Achievement
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10763-021-10165-2.pdf
Reference148 articles.
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3. Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105(2), 134–146.
4. Areepattamannil, S., & Kaur, B. (2013). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science and Mathematics Education, 11(5), 1183–1207.
5. Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94.
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