Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study-Reference-Cited by-同舟云学术

Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study

Published:2019-01-05 Issue:3 Volume:51 Page:617-645
ISSN:0157-244X
Container-title:Research in Science Education
language:en
Short-container-title:Res Sci Educ

Author:

Aliberas Joan^ORCID,Gutiérrez Rufina^ORCID,Izquierdo Mercè

Funder

Spanish Government

Catalan Government

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s11165-018-9810-z.pdf

Reference81 articles.

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2. Andersen, H. M., & Nielsen, B. L. (2013). Video-based analyses of motivation and interaction in science classrooms. International Journal of Science Education, 35(6), 906–928.

3. Ardashevaa, Y., Norton-Meier, L., & Hand, B. (2015). Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in Science Education, 51(2), 201–249.

4. Ausubel, D. P. (1968). Educational psychology: a cognitive view. NY: Holt, Rinehart & Winston.

5. Bamberger, Y. M., & Davis, E. A. (2013). Middle-school science students’ scientific modelling performances across content areas and within a learning progression. International Journal of Science Education, 35(2), 213–238.

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