Do teaching practices and enjoyment of science matter to science achievement?-Reference-Cited by-同舟云学术

Do teaching practices and enjoyment of science matter to science achievement?

Published:2021-11-04 Issue:2 Volume:59 Page:334-355
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychology in the Schools

Author:

Long Haiying¹^ORCID,Gao Su²^ORCID,Yang Luxi³,Chen Jin⁴^ORCID

Affiliation:

1. Department of Educational Psychology University of Kansas Lawrence Kansas USA

2. School of Teacher Education University of Central Florida Orlando Florida USA

3. Department of Education, School of Foreign Languages and Literature Chongqing Normal University Chongqing China

4. Center for Education Economics and Statistics of China Beijing Normal University Beijing China

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22611

Reference138 articles.

1. Adams R.&Wu M. (Eds.). (2000).Programme for international student assessment (PISA): PISA 2000 technical report. Organization for Economic Cooperation and Development.

2. A Cultural Perspective on the Structure of Student Interest in Science

3. Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science

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