Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Shawn M. Glynn"'
Publikováno v:
Understanding Expository Text ISBN: 9781315099958
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e6e4ee8438a64fa373d6c08cefe587a3
https://doi.org/10.4324/9781315099958-8
https://doi.org/10.4324/9781315099958-8
Autor:
Shawn M. Glynn
Publikováno v:
Journal of Research in Science Teaching. 49:1321-1344
The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8f197d35b85e58474f57651ab3b82939
https://doi.org/10.1002/tea.21059
https://doi.org/10.1002/tea.21059
Publikováno v:
Journal of Research in Science Teaching. 48:1159-1176
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which as
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1d328bb3533828aaa438468100548295
https://doi.org/10.1002/tea.20442
https://doi.org/10.1002/tea.20442
Publikováno v:
Science Education. 95:1049-1065
Within the framework of social cognitive theory, we examined the motiva- tion of students (14-16 years old) to learn science in their introductory science courses. The students responded to a questionnaire about their intrinsic motivation, self-effic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca0bf61bc71923c0094478666d26d3d0
https://doi.org/10.1002/sce.20462
https://doi.org/10.1002/sce.20462
Autor:
Gita Taasoobshirazi, Shawn M. Glynn
Publikováno v:
Journal of Research in Science Teaching. 46:1070-1089
A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's Adaptive Control of Thought-Rational (ACT-R) theory. The model shows how conceptualization,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2a43a70df3923895da9b77ce1315372
https://doi.org/10.1002/tea.20301
https://doi.org/10.1002/tea.20301
Publikováno v:
Journal of Research in Science Teaching. 46:127-146
This study examined how 770 nonscience majors, enrolled in a core-curriculum science course, conceptualized their motivation to learn science. The students responded to the Science Motivation Questionnaire, a 30- item Likert-type instrument designed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff5bf9dda561cfb817fb690040c39af5
https://doi.org/10.1002/tea.20267
https://doi.org/10.1002/tea.20267
Publikováno v:
Journal of Science Teacher Education. 19:391-411
Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teache
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f355fde193f6333110c5d9cebe4df9e
https://doi.org/10.1007/s10972-008-9101-z
https://doi.org/10.1007/s10972-008-9101-z
Publikováno v:
Middle School Journal. 38:14-19
Many middle school teachers are not prepared to develop units and lesson plans on controversial topics. In addition, many are not prepared to respond effectively when controversial topics arise unexpectedly during routine lessons. This is a significa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c28e6675b789faf6aeebdc935d3139f4
https://doi.org/10.1080/00940771.2007.11461598
https://doi.org/10.1080/00940771.2007.11461598
Publikováno v:
Journal of Research in Science Teaching. 44:1088-1107
A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large-enrollment college science course that satisfies a core curriculum requirement. Based on a social-cognitive framework, motivation to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ed2d98ec3d6017034c3bc921b550ade2
https://doi.org/10.1002/tea.20181
https://doi.org/10.1002/tea.20181
Publikováno v:
Middle School Journal. 38:4-9
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::005885dfde34011c0cfa4f19311f2a22
https://doi.org/10.1080/00940771.2007.11461577
https://doi.org/10.1080/00940771.2007.11461577