Prioritizing Emotion Objects: Toward a Better Understanding of Preservice Science Teachers’ Growth in the Learning and Teaching of Socioscientific Issues
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Springer Nature Singapore
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https://link.springer.com/content/pdf/10.1007/978-981-19-1840-7_3
Reference31 articles.
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2. Barrett, L. F. (2006). Solving the emotion paradox: Categorization and the experience of emotion. Personality and Social Psychology Review, 10(1), 20–46. https://doi.org/10.1207/s15327957pspr1001_2
3. Büssing, A. G., Schleper, M., & Menzel, S. (2019). Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research, 25(8), 1174–1189. https://doi.org/10.1080/13504622.2018.1487034
4. Cheng, M. M. W., & Leung, J. S. C. (2022). Socioscientific issues as a STEM education approach. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1–5). Springer. https://doi.org/10.1007/978-981-13-1179-6_438-1
5. Cornbleth, C. (2001). Climates of constraint/restraint of teachers and teaching. In Critical Issues in Social Studies Research for the 21st Century (Vol. 1, pp. 73–95).
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