Encouraging Students with Different Profiles of Perceptions to Pursue Science by Choosing Appropriate Teaching Methods for Each Age Group
Author:
Funder
Commissions scolaires du Québec
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/article/10.1007/s11165-016-9605-z/fulltext.html
Reference39 articles.
1. Agranovich, S., & Assaraf, O. B.-Z. (2013). What makes children like learning science? An examination of the attitudes of primary school students towards science lessons. Journal of education and learning, 2(1), 55–69.
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(1), 4–12. doi: 10.1016/j.cedpsych.2010.08.001 .
3. Allaire-Duquette, G., Charland, P., & Riopel, M. (2014). At the very root of the development of interest: using human body contexts to improve women's emotional engagement in introductory physics. European journal of physics education, 5(2), 31–48.
4. Anderhag, P., Wickman, P.-O., & Hamza, K. M. (2015). Signs of taste for science: a methodology for studying the constitution of interest in the science classroom. Cultural Studies in Science Education, 10, 339–368. doi: 10.1007/s11422-014-9641-9 .
5. Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of student's interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999–1022. doi: 10.1002/tea.20294 .
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