메뉴 건너뛰기




Volumn 66, Issue 4, 2004, Pages 277-285

Motivational Aspects of Learning Genetics with Interactive Multimedia

Author keywords

[No Author keywords available]

Indexed keywords


EID: 2142644757     PISSN: 00027685     EISSN: None     Source Type: Journal    
DOI: 10.1662/0002-7685(2004)066[0277:maolgw]2.0.co;2     Document Type: Article
Times cited : (27)

References (21)
  • 2
    • 2142758229 scopus 로고    scopus 로고
    • [Web site]. Concord Consortium. Retrieved 5 September 2001, from the World Wide Web
    • Christie, M.A. & Buckley, C.B. (2001). BioLogica research [Web site]. Concord Consortium. Retrieved 5 September 2001, from the World Wide Web: http://biologica.concord.org/webtest1/biologica_research.htm.
    • (2001) BioLogica Research
    • Christie, M.A.1    Buckley, C.B.2
  • 3
    • 0012854053 scopus 로고    scopus 로고
    • Concord Consortium. Retrieved 8 October, 2001, from the World Wide Web
    • Concord Consortium. (2001). BioLogica. Concord Consortium. Retrieved 8 October, 2001, from the World Wide Web: http://biologica.concord.org.
    • (2001) BioLogica
  • 4
    • 0002823697 scopus 로고    scopus 로고
    • Learning in science: From behaviourism towards social constructivism and beyond
    • B.J. Fraser & K.G. Tobin (Eds.). Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Duit, R. & Treagust, D.F. (1998). Learning in science: from behaviourism towards social constructivism and beyond. In B.J. Fraser & K.G. Tobin (Eds.), International Handbook of Science Education (pp. 3-25). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • (1998) International Handbook of Science Education , pp. 3-25
    • Duit, R.1    Treagust, D.F.2
  • 5
    • 0012098699 scopus 로고    scopus 로고
    • Conceptual change in science and in the learning of science
    • B.J. Fraser & K.G. Tobin (Eds.). Dordrecht, The Netherlands: Kluwer Academic Publishers
    • Duschl, R.A. & Hamilton, R.J. (1998). Conceptual change in science and in the learning of science. In B.J. Fraser & K.G. Tobin (Eds.), International Handbook for Science Education (pp. 1047-1065). Dordrecht, The Netherlands: Kluwer Academic Publishers.
    • (1998) International Handbook for Science Education , pp. 1047-1065
    • Duschl, R.A.1    Hamilton, R.J.2
  • 8
    • 2142771260 scopus 로고
    • Manhattan, KS: National Association for Research in Science Teaching (NARST), Kansas State University
    • Gallagher, J.J. (Ed.). (1991). Interpretive Research in Science Education, Vol. 4. Manhattan, KS: National Association for Research in Science Teaching (NARST), Kansas State University.
    • (1991) Interpretive Research in Science Education , vol.4
    • Gallagher, J.J.1
  • 9
    • 0034195315 scopus 로고    scopus 로고
    • Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition
    • Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and metacognition. Educational Research, 42(2), 119-139.
    • (2000) Educational Research , vol.42 , Issue.2 , pp. 119-139
    • Georghiades, P.1
  • 10
    • 0031509560 scopus 로고    scopus 로고
    • Motivation and contemporary socio-constructivist instructional perspectives
    • Hickey, D.T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175-193.
    • (1997) Educational Psychologist , vol.32 , Issue.3 , pp. 175-193
    • Hickey, D.T.1
  • 11
    • 0012809318 scopus 로고    scopus 로고
    • Pedagogica to the rescue: A short history of hypermodel
    • Horwitz, P. & Tinker, R. (2001). Pedagogica to the rescue: A short history of hypermodel. Concord Newsletter, 5(1), 1-4.
    • (2001) Concord Newsletter , vol.5 , Issue.1 , pp. 1-4
    • Horwitz, P.1    Tinker, R.2
  • 12
    • 84991125102 scopus 로고
    • Why is science difficult to learn? Things are seldom what they seem
    • Johnstone, A.H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75-83.
    • (1991) Journal of Computer Assisted Learning , vol.7 , pp. 75-83
    • Johnstone, A.H.1
  • 14
    • 2142641806 scopus 로고
    • March. Paper presented at the Teaching Genetics: Recommendations and Research Proceedings of a National Conference, Cambridge, Massachusetts, USA
    • Kindfield, A.C.H. (1992, March). Teaching Genetics: Recommendations and Research. Paper presented at the Teaching Genetics: Recommendations and Research Proceedings of a National Conference, Cambridge, Massachusetts, USA.
    • (1992) Teaching Genetics: Recommendations and Research
    • Kindfield, A.C.H.1
  • 16
    • 84970123386 scopus 로고
    • Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change
    • Pintrich, P.R., Marx, R.W. & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
    • (1993) Review of Educational Research , vol.63 , Issue.2 , pp. 167-199
    • Pintrich, P.R.1    Marx, R.W.2    Boyle, R.A.3
  • 17
    • 0001396369 scopus 로고
    • Skill may not be enough: The role of mindfulness in learning and transfer
    • Salomon, G. & Globerson, T. (1987). Skill may not be enough: The role of mindfulness in learning and transfer. International Journal of Educational Research, 11(6), 623-637.
    • (1987) International Journal of Educational Research , vol.11 , Issue.6 , pp. 623-637
    • Salomon, G.1    Globerson, T.2
  • 18
    • 0035255849 scopus 로고    scopus 로고
    • Technology instead of a textbook: Alternatives for the introductory biology classroom
    • Simon, E.J. (2001). Technology instead of a textbook: Alternatives for the introductory biology classroom. The American Biology Teacher, 63(2), 89-94.
    • (2001) The American Biology Teacher , vol.63 , Issue.2 , pp. 89-94
    • Simon, E.J.1
  • 20
    • 0031533896 scopus 로고    scopus 로고
    • A multidimensional framework for interpreting conceptual change events in the classroom
    • Tyson, L.M., Venville, G.J., Harrsion, A.L. & Treagust, D.F. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.
    • (1997) Science Education , vol.81 , pp. 387-404
    • Tyson, L.M.1    Venville, G.J.2    Harrsion, A.L.3    Treagust, D.F.4
  • 21
    • 0035445513 scopus 로고    scopus 로고
    • Promoting under-standing of chemical representations: Students' use of a visualisation tool in the classroom
    • Wu, H.-K., Krajcik, J.S. & Soloway, E. (2001). Promoting under-standing of chemical representations: Students' use of a visualisation tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842.
    • (2001) Journal of Research in Science Teaching , vol.38 , Issue.7 , pp. 821-842
    • Wu, H.-K.1    Krajcik, J.S.2    Soloway, E.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.