Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study-Reference-Cited by-同舟云学术

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study

Published:2020-02-13 Issue:7 Volume:57 Page:1093-1118
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Starr Christine R.¹^ORCID,Hunter Lisa²,Dunkin Robin³,Honig Susanna⁴,Palomino Rafael²,Leaper Campbell¹^ORCID

Affiliation:

1. Department of PsychologyUniversity of California Santa Cruz California

2. Institute for Scientist & Engineer EducatorsUniversity of California Santa Cruz California

3. Department of Ecology and Evolutionary BiologyUniversity of California Santa Cruz California

4. Division of Physical and Biological SciencesUniversity of California Santa Cruz California

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tea.21623

Reference76 articles.

1. Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine

2. Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report

3. Latent Variable Modeling Using R

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