Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry-Reference-Cited by-同舟云学术

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Bridging the Gender Gap of Children’s Engagement in Learning Science and Argumentation Through a Modified Argument-Driven Inquiry

Published:2018-05-11 Issue:4 Volume:17 Page:635-655
ISSN:1571-0068
Container-title:International Journal of Science and Mathematics Education
language:en
Short-container-title:Int J of Sci and Math Educ

Author:

Chen Hsiang-Ting,Wang Hsin-Hui,Lu Ying-Yan,Hong Zuway-R

Funder

Ministrry of Science and Technology

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

http://link.springer.com/content/pdf/10.1007/s10763-018-9896-9.pdf

Reference62 articles.

1. Adodo, S. O., & Gbore, L. O. (2012). Prediction of attitude and interest of science students of different ability on their academic performance in basic science. International Journal of Psychology and Counseling, 4(6), 68–72. https://doi.org/10.5897/IJPC10.049 .

2. Allport, G. W. (1954). The nature of prejudice. Cambridge, England: Addison-Wesley.

3. Asterhan, C. S. C., Schwarz, B. B., & Gil, J. (2012). Small-group, computer-mediated argumentation in middle-school classrooms: The effects of gender and different types of online teacher guidance. British Journal of Educational Psychology, 82, 375–397. https://doi.org/10.1111/j.2044-8279.2011.02030.x .

4. Bacchini, D., & Magliulo, F. (2003). Self-image and perceived self-efficacy during adolescence. Journal of Youth and Adolescence, 32(5), 337–349. https://doi.org/10.1023/A:1024969914672 .

5. Barmby, P., Kind, P. M., & Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075–1093. https://doi.org/10.1080/09500690701344966 .

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