-
1
-
-
84882492820
-
Being and feeling interested: Transient state, mood, and disposition
-
Schutz P., (ed), New York, NY: Academic Press
-
M.Ainley, (2007). Being and feeling interested: Transient state, mood, and disposition. In P.Schutz (Ed.), Emotion in education (pp. 141–157). New York, NY: Academic Press.
-
(2007)
Emotion in education
, pp. 141-157
-
-
Ainley, M.1
-
2
-
-
84878682631
-
Students’ interest and engagement in classroom activities
-
Christenson S.L., Reschly A.L., Wylie C., (eds), New York, NY: Springer Science
-
M.Ainley, (2012). Students’ interest and engagement in classroom activities. In S.L.Christenson, A.L.Reschly, & C.Wylie (Eds.), Handbook of research on student engagement (pp. 283–302). New York, NY: Springer Science
-
(2012)
Handbook of research on student engagement
, pp. 283-302
-
-
Ainley, M.1
-
3
-
-
78650526349
-
Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about sciences
-
M.Ainley,, & J.Ainley, (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about sciences. Contemporary Educational Psychology, 36(1), 4–12. doi:10.1016/j.cedpsych.2010.08.001
-
(2011)
Contemporary Educational Psychology
, vol.36
, Issue.1
, pp. 4-12
-
-
Ainley, M.1
Ainley, J.2
-
4
-
-
0036737759
-
Interest, learning, and the psychological processes that mediate their relationship
-
M.Ainley,, S.Hidi,, & D.Berndorff, (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561. doi:10.1037/0022-0663.94.3.545
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 545-561
-
-
Ainley, M.1
Hidi, S.2
Berndorff, D.3
-
5
-
-
84894241428
-
The nature of epistemic feelings
-
S.Arango-Muñoz, (2014). The nature of epistemic feelings. Philosophical Psychology, 27(2), 193–211. doi:10.1080/09515089.2012.732002
-
(2014)
Philosophical Psychology
, vol.27
, Issue.2
, pp. 193-211
-
-
Arango-Muñoz, S.1
-
6
-
-
84927653188
-
Epistemic feelings, epistemic emotions: Review and introduction to the focus section
-
S.Arango-Muñoz,, & K.Michaelian, (2014). Epistemic feelings, epistemic emotions: Review and introduction to the focus section. Philosophical Inquiries, 2(1), 97–122.
-
(2014)
Philosophical Inquiries
, vol.2
, Issue.1
, pp. 97-122
-
-
Arango-Muñoz, S.1
Michaelian, K.2
-
7
-
-
72449130362
-
Personal excursions: Investigating the dynamics of student engagement
-
F.S.Azevedo, (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11, 57–98. doi:10.1007/s10758-006-0007-6
-
(2006)
International Journal of Computers for Mathematical Learning
, vol.11
, pp. 57-98
-
-
Azevedo, F.S.1
-
8
-
-
79953841346
-
Lines of practice: A practice-centered theory of interest relationships
-
F.S.Azevedo, (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147–184. doi:10.1080/07370008.2011.556834
-
(2011)
Cognition and Instruction
, vol.29
, Issue.2
, pp. 147-184
-
-
Azevedo, F.S.1
-
9
-
-
84856764023
-
An evolving framework for describing student engagement in classroom activities
-
F.S.Azevedo,, A.A.diSessa,, & B.L.Sherin, (2012). An evolving framework for describing student engagement in classroom activities. Journal of Mathematical Behavior, 31(2), 270–289. doi:10.1016/j.jmathb.2011.12.003
-
(2012)
Journal of Mathematical Behavior
, vol.31
, Issue.2
, pp. 270-289
-
-
Azevedo, F.S.1
diSessa, A.A.2
Sherin, B.L.3
-
10
-
-
33749850495
-
Interest and self-sustained learning as catalysts of development: A learning ecologies perspective
-
B.Barron, (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49, 193–224. doi:10.1159/000094368
-
(2006)
Human Development
, vol.49
, pp. 193-224
-
-
Barron, B.1
-
11
-
-
0000483959
-
Effects of teacher enthusiasm training on student on-task behavior and achievement
-
E.Bettencourt,, M.Gillett,, M.Gall,, & R.Hull, (1983). Effects of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 20, 435–450. doi:10.3102/00028312020003435
-
(1983)
American Educational Research Journal
, vol.20
, pp. 435-450
-
-
Bettencourt, E.1
Gillett, M.2
Gall, M.3
Hull, R.4
-
12
-
-
79952968881
-
Participation in science and technology: Young people’s achievement-related choices in late-modern societies
-
M.V.Boe,, E.K.Henriksen,, T.Lyons,, & C.Schreiner, (2011). Participation in science and technology: Young people’s achievement-related choices in late-modern societies. Studies in Science and Education, 47(1), 37–72. doi:10.1080/03057267.2011.549621
-
(2011)
Studies in Science and Education
, vol.47
, Issue.1
, pp. 37-72
-
-
Boe, M.V.1
Henriksen, E.K.2
Lyons, T.3
Schreiner, C.4
-
13
-
-
0011487761
-
What kind of a girl does science? The construction of school science identities
-
N.W.Brickhouse,, P.Lowery,, & K.Schultz, (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441–458. doi:10.1002/(ISSN)1098-2736
-
(2000)
Journal of Research in Science Teaching
, vol.37
, Issue.5
, pp. 441-458
-
-
Brickhouse, N.W.1
Lowery, P.2
Schultz, K.3
-
15
-
-
84892016266
-
Knowledge and epistemological beliefs: An intimate but complicate relationship
-
Khine M.S., (ed), New York, NY:: Springer
-
R.Bromme,, D.Kienhues,, & E.Stahl, (2008). Knowledge and epistemological beliefs: An intimate but complicate relationship. In M.S.Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp. 423–444). New York, NY: Springer.
-
(2008)
Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures
, pp. 423-444
-
-
Bromme, R.1
Kienhues, D.2
Stahl, E.3
-
16
-
-
6944255318
-
Discursive identity: Assimilation into the culture of science and its implications for minority students
-
B.Brown, (2004). Discursive identity: Assimilation into the culture of science and its implications for minority students. Journal of Research in Science Teaching, 41(8), 810–834. doi:10.1002/(ISSN)1098-2736
-
(2004)
Journal of Research in Science Teaching
, vol.41
, Issue.8
, pp. 810-834
-
-
Brown, B.1
-
17
-
-
85106842409
-
Introduction: A new role for emotions in epistemology?
-
Brun G., Doğuoğlu U., Kuenzle D., (eds), Burlington, VT: Ashgate
-
G.Brun,, & D.Kuenzle, (2008). Introduction: A new role for emotions in epistemology? In G.Brun, U.Doğuoğlu, & D.Kuenzle (Eds.), Epistemology and emotions (pp. 1–31). Burlington, VT: Ashgate.
-
(2008)
Epistemology and emotions
, pp. 1-31
-
-
Brun, G.1
Kuenzle, D.2
-
18
-
-
54649084398
-
The practice of mathematicians: What do they tell us about coming to know mathematics?
-
L.Burton, (1999). The practice of mathematicians: What do they tell us about coming to know mathematics? Educational Studies in Mathematics, 37, 121–143. doi:10.1023/A:1003697329618
-
(1999)
Educational Studies in Mathematics
, vol.37
, pp. 121-143
-
-
Burton, L.1
-
19
-
-
35348926441
-
Understanding the science experiences of successful women of color: Science identity as an analytic lens
-
H.B.Carlone,, & A.Johnson, (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science, 44(8), 1187–1218.
-
(2007)
Journal of Research in Science
, vol.44
, Issue.8
, pp. 1187-1218
-
-
Carlone, H.B.1
Johnson, A.2
-
20
-
-
84962687117
-
-
June, Paper presented at the Sixth International Conference of the Learning Sciences, Santa Monica, CA:
-
P.Cobb,, & L.Hodge, (2004, June). An initial contribution to the development of a design theory of mathematical interests: The case of statistical data analysis. Paper presented at the Sixth International Conference of the Learning Sciences, Santa Monica, CA.
-
(2004)
An initial contribution to the development of a design theory of mathematical interests: The case of statistical data analysis
-
-
Cobb, P.1
Hodge, L.2
-
21
-
-
81055156922
-
The missing disciplinary substance of formative assessment
-
J.E.Coffey,, D.Hammer,, D.M.Levin,, & T.Grant, (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109–1136. doi:10.1002/tea.20440
-
(2011)
Journal of Research in Science Teaching
, vol.48
, Issue.10
, pp. 1109-1136
-
-
Coffey, J.E.1
Hammer, D.2
Levin, D.M.3
Grant, T.4
-
22
-
-
84962656698
-
-
Manuscript submitted for publication
-
L.D.Conlin,, J.Richards,, A.Gupta,, & A.Elby, (2015). Bring it on: Explaining an 8th grader’s impassioned pursuit in science at the intersection of identity and epistemology. Manuscript submitted for publication.
-
(2015)
Bring it on: Explaining an 8th grader’s impassioned pursuit in science at the intersection of identity and epistemology
-
-
Conlin, L.D.1
Richards, J.2
Gupta, A.3
Elby, A.4
-
23
-
-
33750315476
-
Affect and meta-affect in mathematical problem solving: A representational perspective
-
V.A.deBellis,, & G.Goldin, (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147. doi:10.1007/s10649-006-9026-4
-
(2006)
Educational Studies in Mathematics
, vol.63
, Issue.2
, pp. 131-147
-
-
deBellis, V.A.1
Goldin, G.2
-
24
-
-
85106815600
-
Epistemic feelings
-
Brun G., Doğuoğlu U., Kuenzle D., (eds), Burlington, VT: Ashgate
-
R.de Sousa, (2008). Epistemic feelings. In G.Brun, U.Doğuoğlu, & D.Kuenzle (Eds.), Epistemology and emotions (pp. 185–204). Burlington, VT: Ashgate.
-
(2008)
Epistemology and emotions
, pp. 185-204
-
-
de Sousa, R.1
-
25
-
-
77950945417
-
Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics
-
S.J.Derry,, R.D.Pea,, B.Barron,, R.A.Engle,, F.Erickson,, R.Goldman,, … B.L.Sherin, (2010). Conducting video research in the learning sciences: Guidance on selection, analysis, technology, and ethics. Journal of the Learning Sciences, 19(1), 3–53. doi:10.1080/10508400903452884
-
(2010)
Journal of the Learning Sciences
, vol.19
, Issue.1
, pp. 3-53
-
-
Derry, S.J.1
Pea, R.D.2
Barron, B.3
Engle, R.A.4
Erickson, F.5
Goldman, R.6
Sherin, B.L.7
-
26
-
-
85011185389
-
Upper secondary students’ situational interest: A case study of the role of a zoo visit in a biology class
-
N.B.Dohn, (2013). Upper secondary students’ situational interest: A case study of the role of a zoo visit in a biology class. International Journal of Science Education, 35(16), 2732–2751. doi:10.1080/09500693.2011.628712
-
(2013)
International Journal of Science Education
, vol.35
, Issue.16
, pp. 2732-2751
-
-
Dohn, N.B.1
-
27
-
-
84874814572
-
Seeds of self-knowledge: Noetic feelings and metacognition
-
Beran M., Brandl J., Perner J., Proust J., (eds), Oxford, England: Oxford University Press
-
J.Dokic, (2012). Seeds of self-knowledge: Noetic feelings and metacognition. In M.Beran, J.Brandl, J.Perner, & J.Proust (Eds.), Foundations of metacognition (pp. 302–321). Oxford, England: Oxford University Press.
-
(2012)
Foundations of metacognition
, pp. 302-321
-
-
Dokic, J.1
-
28
-
-
0032391726
-
Reconceptualizing change in the cognitive construction of knowledge
-
J.A.Dole,, & G.M.Sinatra, (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2–3), 109–128. doi:10.1080/00461520.1998.9653294
-
(1998)
Educational Psychologist
, vol.33
, Issue.2-3
, pp. 109-128
-
-
Dole, J.A.1
Sinatra, G.M.2
-
29
-
-
0345530132
-
How emotions shape the relationship between a chemistry teacher and her high school students
-
F.M.T.dos Santos,, & E.F.Mortimer, (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25(9), 1095–1110. doi:10.1080/0950069032000052216
-
(2003)
International Journal of Science Education
, vol.25
, Issue.9
, pp. 1095-1110
-
-
dos Santos, F.M.T.1
Mortimer, E.F.2
-
31
-
-
0038413924
-
Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom
-
R.A.Engle,, & F.R.Conant, (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483. doi:10.1207/S1532690XCI2004_1
-
(2002)
Cognition and Instruction
, vol.20
, Issue.4
, pp. 399-483
-
-
Engle, R.A.1
Conant, F.R.2
-
32
-
-
84900028418
-
Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument
-
R.A.Engle,, J.M.Langer-Osuna,, & M.McKinney de Royston, (2014). Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument. Journal of the Learning Sciences, 23(2), 245–268. doi:10.1080/10508406.2014.883979
-
(2014)
Journal of the Learning Sciences
, vol.23
, Issue.2
, pp. 245-268
-
-
Engle, R.A.1
Langer-Osuna, J.M.2
McKinney de Royston, M.3
-
33
-
-
33750292635
-
Discursive positioning and emotion in school mathematics practices
-
J.Evans,, C.Morgan,, & A.Tsatsaroni, (2006). Discursive positioning and emotion in school mathematics practices. Educational Studies in Mathematics, 63(2), 209–226.
-
(2006)
Educational Studies in Mathematics
, vol.63
, Issue.2
, pp. 209-226
-
-
Evans, J.1
Morgan, C.2
Tsatsaroni, A.3
-
36
-
-
20744446898
-
Self-determination theory and work motivation
-
M.Gagné,, & E.L.Deci, (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331–362. doi:10.1002/job.322
-
(2005)
Journal of Organizational Behavior
, vol.26
, pp. 331-362
-
-
Gagné, M.1
Deci, E.L.2
-
37
-
-
84882491555
-
Dialectical emotions: How cultural epistemologies influence the experience and regulation of emotional complexity
-
Sorrentino R., Yamguchi S., (eds), New York, NY: Elsevier
-
J.Goetz,, J.Spencer-Rodgers,, & K.Peng, (2008). Dialectical emotions: How cultural epistemologies influence the experience and regulation of emotional complexity. In R.Sorrentino & S.Yamguchi (Eds.), Handbook of motivation and cognition across cultures (pp. 517–538). New York, NY: Elsevier.
-
(2008)
Handbook of motivation and cognition across cultures
, pp. 517-538
-
-
Goetz, J.1
Spencer-Rodgers, J.2
Peng, K.3
-
38
-
-
25144494976
-
Emotion, feeling and knowledge of the world
-
Solomon R., (ed), Oxford, England:: Oxford University Press
-
P.Goldie, (2004). Emotion, feeling and knowledge of the world. In R.Solomon (Ed.), Thinking about feeling: Contemporary philosophers on emotion (pp. 91–104). Oxford, England: Oxford University Press.
-
(2004)
Thinking about feeling: Contemporary philosophers on emotion
, pp. 91-104
-
-
Goldie, P.1
-
39
-
-
33846206894
-
Participation, stance and affect in the organization of activities
-
C.Goodwin, (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53–73. doi:10.1177/0957926507069457
-
(2007)
Discourse & Society
, vol.18
, Issue.1
, pp. 53-73
-
-
Goodwin, C.1
-
40
-
-
4444307988
-
Emotion within situated activity
-
Budwig N., Uzgiris I.C., Wertsch J.V., (eds), Stamford, CT: Ablex
-
M.H.Goodwin,, & C.Goodwin, (2000). Emotion within situated activity. In N.Budwig, I.C.Uzgiris, & J.V.Wertsch (Eds.), Communication: An arena of development (pp. 33–54). Stamford, CT: Ablex.
-
(2000)
Communication: An arena of development
, pp. 33-54
-
-
Goodwin, M.H.1
Goodwin, C.2
-
41
-
-
70449436472
-
Taking up opportunities to learn: Constructing dispositions in mathematics classrooms
-
M.S.Gresalfi, (2009). Taking up opportunities to learn: Constructing dispositions in mathematics classrooms. Journal of the Learning Sciences, 18(3), 327–369. doi:10.1080/10508400903013470
-
(2009)
Journal of the Learning Sciences
, vol.18
, Issue.3
, pp. 327-369
-
-
Gresalfi, M.S.1
-
43
-
-
84900339686
-
The creative person as a whole: The evolving systems approach to the study of creative work
-
Gruber H.E., Bödeker K., (eds), Dordrecht, The Netherlands: Springer
-
H.E.Gruber, (2005). The creative person as a whole: The evolving systems approach to the study of creative work. In H.E.Gruber & K.Bödeker (Eds.), Creativity, psychology and the history of science (pp. 35–104). Dordrecht, The Netherlands: Springer.
-
(2005)
Creativity, psychology and the history of science
, pp. 35-104
-
-
Gruber, H.E.1
-
44
-
-
78751515261
-
Understanding students’ difficulties in terms of coupled epistemological and affective dynamics
-
In L. G. Richards (Chair), Piscataway, NJ: IEEE
-
A.Gupta,, B.A.Danielak,, & A.Elby, (2010). Understanding students’ difficulties in terms of coupled epistemological and affective dynamics. In L. G. Richards (Chair), Proceedings of the 2010 Frontiers in Education Conference (pp. S3G-1–S3G-6). Piscataway, NJ: IEEE.
-
(2010)
Proceedings of the 2010 Frontiers in Education Conference(pp. S3G-1–S3G-6)
-
-
Gupta, A.1
Danielak, B.A.2
Elby, A.3
-
45
-
-
0030545625
-
Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions?
-
D.Hammer, (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? Journal of the Learning Sciences, 5(2), 97–127. doi:10.1207/s15327809jls0502_1
-
(1996)
Journal of the Learning Sciences
, vol.5
, Issue.2
, pp. 97-127
-
-
Hammer, D.1
-
46
-
-
0000542709
-
Discovery learning and discovery teaching
-
D.Hammer, (1997). Discovery learning and discovery teaching. Cognition and Instruction, 15(4), 485–529. doi:10.1207/s1532690xci1504_2
-
(1997)
Cognition and Instruction
, vol.15
, Issue.4
, pp. 485-529
-
-
Hammer, D.1
-
47
-
-
43849106087
-
The variability of student reasoning, lectures 1-3
-
Redish E., Vicentini M., (eds), Bologna, Italy: Italian Physical Society
-
D.Hammer, (2004). The variability of student reasoning, lectures 1-3. In E.Redish & M.Vicentini (Eds.), Proceedings of the Enrico Fermi Summer School, Course CLVI (pp. 279–340). Bologna, Italy: Italian Physical Society.
-
(2004)
Proceedings of the Enrico Fermi Summer School, Course CLVI(pp. 279–340)
-
-
Hammer, D.1
-
48
-
-
84884346409
-
Responsive teaching and the beginnings of energy in a third grade classroom
-
D.Hammer,, F.Goldberg,, & S.Fargason, (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51–72.
-
(2012)
Review of Science, Mathematics and ICT Education
, vol.6
, Issue.1
, pp. 51-72
-
-
Hammer, D.1
Goldberg, F.2
Fargason, S.3
-
50
-
-
79960796292
-
Interest: A motivational variable with a difference
-
S.Hidi, (2006). Interest: A motivational variable with a difference. Educational Research Review, 7, 323–350.
-
(2006)
Educational Research Review
, vol.7
, pp. 323-350
-
-
Hidi, S.1
-
51
-
-
33744942100
-
The four-phase model of interest development
-
S.Hidi,, & K.A.Renninger, (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. doi:10.1207/s15326985ep4102_4
-
(2006)
Educational Psychologist
, vol.41
, Issue.2
, pp. 111-127
-
-
Hidi, S.1
Renninger, K.A.2
-
52
-
-
84917144463
-
Interest, a motivational variable that combines affective and cognitive functioning
-
Dai D.Y., Sternberg R.J., (eds), Mahwah, NJ: Erlbaum
-
S.Hidi,, K.A.Renninger,, & A.Krapp, (2004). Interest, a motivational variable that combines affective and cognitive functioning. In D.Y.Dai & R.J.Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 89–115). Mahwah, NJ: Erlbaum.
-
(2004)
Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development
, pp. 89-115
-
-
Hidi, S.1
Renninger, K.A.2
Krapp, A.3
-
53
-
-
0003054381
-
The role of gender, instruction and a cooperative learning technique in science education across formal and informal settings
-
Hoffmann L., Krapp A., Renninger K.A., Baumert J., (eds), Kiel, Germany: The Leibniz Institute for Science Education (IPN)
-
S.Hidi,, J.Weiss,, D.Berndorff,, & J.Nolan, (1998). The role of gender, instruction and a cooperative learning technique in science education across formal and informal settings. In L.Hoffmann, A.Krapp, K.A.Renninger, & J.Baumert (Eds.), Interest and learning: Proceedings of the Seeon conference on interest and gender (pp. 215–227). Kiel, Germany: The Leibniz Institute for Science Education (IPN).
-
(1998)
Interest and learning: Proceedings of the Seeon conference on interest and gender
, pp. 215-227
-
-
Hidi, S.1
Weiss, J.2
Berndorff, D.3
Nolan, J.4
-
54
-
-
84917143671
-
Emotion work, feeling rules, and social structure
-
A.Hochschild, (1979). Emotion work, feeling rules, and social structure. American Journal of Sociology, 85, 551–575.
-
(1979)
American Journal of Sociology
, vol.85
, pp. 551-575
-
-
Hochschild, A.1
-
55
-
-
19944386772
-
Emotions and epistemic evaluations
-
Carruthers P., Siegal M., Stich S., (eds), Cambridge, England: Cambridge University Press
-
C.Hookway, (2002). Emotions and epistemic evaluations. In P.Carruthers, M.Siegal, & S.Stich (Eds.), The cognitive basis of science (pp. 251–262). Cambridge, England: Cambridge University Press.
-
(2002)
The cognitive basis of science
, pp. 251-262
-
-
Hookway, C.1
-
56
-
-
85054353955
-
Attending to students’ epistemic affect
-
Robertson A.D., Scherr R.E., Hammer D., (eds), New York, NY: Routledge
-
L.Z.Jaber, (2015). Attending to students’ epistemic affect. In A.D.Robertson, R.E.Scherr, & D.Hammer (Eds.), Responsive teaching in science and mathematics. New York, NY: Routledge.
-
(2015)
Responsive teaching in science and mathematics
-
-
Jaber, L.Z.1
-
57
-
-
84870996695
-
Important but not for me: Students’ attitudes towards secondary school science in England
-
E.W.Jenkins,, & N.W.Nelson, (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57. doi:10.1080/02635140500068435
-
(2005)
Research in Science & Technological Education
, vol.23
, Issue.1
, pp. 41-57
-
-
Jenkins, E.W.1
Nelson, N.W.2
-
58
-
-
84949372244
-
Interaction analysis: Foundations and practice
-
B.Jordan,, & A.Henderson, (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103. doi:10.1207/s15327809jls0401_2
-
(1995)
Journal of the Learning Sciences
, vol.4
, Issue.1
, pp. 39-103
-
-
Jordan, B.1
Henderson, A.2
-
60
-
-
0009206784
-
An educational–psychological theory of interest and its relation to SDT
-
Deci E.L., Ryan R.M., (eds), New York, NY: University of Rochester Press
-
A.Krapp, (2002). An educational–psychological theory of interest and its relation to SDT. In E.L.Deci & R.M.Ryan (Eds.), Handbook of self determination research (pp. 405–427). New York, NY: University of Rochester Press.
-
(2002)
Handbook of self determination research
, pp. 405-427
-
-
Krapp, A.1
-
61
-
-
0036262445
-
Basic needs and the development of interest and intrinsic motivational orientations
-
A.Krapp, (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 12, 383–409. doi:10.1016/S0959-4752(01)00011-1
-
(2005)
Learning and Instruction
, vol.12
, pp. 383-409
-
-
Krapp, A.1
-
63
-
-
78651516919
-
Research on interest in science: Theories, methods, and findings
-
A.Krapp,, & M.Prenzel, (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33, 27–50. doi:10.1080/09500693.2010.518645
-
(2011)
International Journal of Science Education
, vol.33
, pp. 27-50
-
-
Krapp, A.1
Prenzel, M.2
-
64
-
-
73449130875
-
Designing to develop disciplinary dispositions: Modeling natural systems
-
R.Lehrer, (2009). Designing to develop disciplinary dispositions: Modeling natural systems. American Psychologist, 64(8), 759–771. doi:10.1037/0003-066X.64.8.759
-
(2009)
American Psychologist
, vol.64
, Issue.8
, pp. 759-771
-
-
Lehrer, R.1
-
65
-
-
84881488777
-
-
Arlington, VA: NSTA Press
-
D.M.Levin,, D.Hammer,, A.Elby,, & J.Coffey, (2012). Becoming a responsive science teacher: Focusing on student thinking in secondary science. Arlington, VA: NSTA Press.
-
(2012)
Becoming a responsive science teacher: Focusing on student thinking in secondary science
-
-
Levin, D.M.1
Hammer, D.2
Elby, A.3
Coffey, J.4
-
67
-
-
84938300742
-
The redirection: An indicator of how teachers respond to student thinking
-
J.E.Lineback, (2015). The redirection: An indicator of how teachers respond to student thinking. Journal of the Learning Sciences, 24, 419–460. doi:10.1080/10508406.2014.930707
-
(2015)
Journal of the Learning Sciences
, vol.24
, pp. 419-460
-
-
Lineback, J.E.1
-
68
-
-
84876373996
-
Role of affect in cognitive processing in academic contexts
-
Dai D.Y., Sternberg R.J., (eds), Mahwah, NJ: Erlbaum
-
E.A.Linnenbrink,, & P.R.Pintrich, (2004). Role of affect in cognitive processing in academic contexts. In D.Y.Dai & R.J.Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 57–87). Mahwah, NJ: Erlbaum.
-
(2004)
Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development
, pp. 57-87
-
-
Linnenbrink, E.A.1
Pintrich, P.R.2
-
69
-
-
43949111659
-
Counting corncrakes: The affective science of corncrake surveillance
-
J.Lorimer, (2008). Counting corncrakes: The affective science of corncrake surveillance. Social Studies of Science, 38, 377–405. doi:10.1177/0306312707084396
-
(2008)
Social Studies of Science
, vol.38
, pp. 377-405
-
-
Lorimer, J.1
-
70
-
-
84858159310
-
Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment
-
A.C.Maskiewicz,, & V.A.Winters, (2012). Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment. Journal of Research in Science Teaching, 49(4), 429–464. doi:10.1002/tea.21007
-
(2012)
Journal of Research in Science Teaching
, vol.49
, Issue.4
, pp. 429-464
-
-
Maskiewicz, A.C.1
Winters, V.A.2
-
71
-
-
84942225884
-
Criteria for an ethnographically adequate description of concerted activities and their contexts
-
R.McDermott,, K.Gospodinoff,, & J.Aron, (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotica, 24, 245–275. doi:10.1515/semi.1978.24.3-4.245
-
(1978)
Semiotica
, vol.24
, pp. 245-275
-
-
McDermott, R.1
Gospodinoff, K.2
Aron, J.3
-
73
-
-
34547331437
-
Understanding engagement: Science demonstrations and emotional energy
-
C.Milne,, & T.Otieno, (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91, 523–553. doi:10.1002/(ISSN)1098-237X
-
(2007)
Science Education
, vol.91
, pp. 523-553
-
-
Milne, C.1
Otieno, T.2
-
74
-
-
36849084614
-
Autonomy, competence, and social relatedness in task interest within project-based education
-
A.Minnaert,, M.Boekaerts,, & C.DeBrabander, (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101, 574–586.
-
(2007)
Psychological Reports
, vol.101
, pp. 574-586
-
-
Minnaert, A.1
Boekaerts, M.2
DeBrabander, C.3
-
75
-
-
21144483697
-
Situational interest: Its multifaceted structure in the secondary school mathematics classroom
-
M.Mitchell, (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424–436. doi:10.1037/0022-0663.85.3.424
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 424-436
-
-
Mitchell, M.1
-
76
-
-
78651255387
-
Cultural differences in the dialectical and non-dialectical emotional styles and their implications for health
-
Y.Miyamoto,, & C.Ryff, (2011). Cultural differences in the dialectical and non-dialectical emotional styles and their implications for health. Cognition & Emotion, 25, 22–39. doi:10.1080/02699931003612114
-
(2011)
Cognition & Emotion
, vol.25
, pp. 22-39
-
-
Miyamoto, Y.1
Ryff, C.2
-
77
-
-
84860588123
-
Epistemic emotion
-
Goldie P., (ed), Oxford, England: Oxford University Press
-
A.Morton, (2010). Epistemic emotion. In P.Goldie (Ed.), The Oxford handbook of philosophy of emotion (pp. 385–400). Oxford, England: Oxford University Press.
-
(2010)
The Oxford handbook of philosophy of emotion
, pp. 385-400
-
-
Morton, A.1
-
78
-
-
45849088812
-
From the court to the classroom: Opportunities for engagement, learning and identity in basketball and classroom mathematics
-
N.S.Nasir,, & V.Hand, (2008). From the court to the classroom: Opportunities for engagement, learning and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143–179. doi:10.1080/10508400801986108
-
(2008)
Journal of the Learning Sciences
, vol.17
, Issue.2
, pp. 143-179
-
-
Nasir, N.S.1
Hand, V.2
-
80
-
-
84962656950
-
-
Next generation science standards for today’s students and tomorrow’s workforce. Retrieved from
-
Next Generation Science Standards. (2012). Next generation science standards for today’s students and tomorrow’s workforce. Retrieved from http://www.nextgenscience.org/next-generation-science-standards
-
(2012)
-
-
-
81
-
-
34547493151
-
Young children’s motivation to read and write: Development in social contexts
-
S.B.Nolen, (2007). Young children’s motivation to read and write: Development in social contexts. Cognition and Instruction, 25, 219–270. doi:10.1080/07370000701301174
-
(2007)
Cognition and Instruction
, vol.25
, pp. 219-270
-
-
Nolen, S.B.1
-
82
-
-
21344487678
-
Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy
-
M.C.O’Connor,, & S.Michaels, (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24, 318–335.
-
(1993)
Anthropology and Education Quarterly
, vol.24
, pp. 318-335
-
-
O’Connor, M.C.1
Michaels, S.2
-
83
-
-
33846640102
-
Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice
-
S.Olitsky, (2007). Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice. Journal of Research in Science Teaching, 44, 33–56. doi:10.1002/(ISSN)1098-2736
-
(2007)
Journal of Research in Science Teaching
, vol.44
, pp. 33-56
-
-
Olitsky, S.1
-
84
-
-
33750371127
-
Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom
-
P.Op’t Eynde,, E.De Corte,, & L.Verschaffel, (2006). Accepting emotional complexity: A socio-constructivist perspective on the role of emotions in the mathematics classroom. Educational Studies in Mathematics, 63(2), 193–207.
-
(2006)
Educational Studies in Mathematics
, vol.63
, Issue.2
, pp. 193-207
-
-
Op’t Eynde, P.1
De Corte, E.2
Verschaffel, L.3
-
85
-
-
33750353076
-
The case study of Frank
-
P.Op’t Eynde,, & M.S.Hannula, (2006). The case study of Frank. Educational Studies in Mathematics, 63(2), 123–129.
-
(2006)
Educational Studies in Mathematics
, vol.63
, Issue.2
, pp. 123-129
-
-
Op’t Eynde, P.1
Hannula, M.S.2
-
86
-
-
33845311543
-
Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach
-
P.Op’t Eynde,, & J.E.Turner, (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18, 361–376.
-
(2006)
Educational Psychology Review
, vol.18
, pp. 361-376
-
-
Op’t Eynde, P.1
Turner, J.E.2
-
87
-
-
0039145906
-
Pupils’ views of the role and value of the science curriculum: A focus-group study
-
J.Osborne,, & S.Collins, (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441–467. doi:10.1080/09500690010006518
-
(2001)
International Journal of Science Education
, vol.23
, Issue.5
, pp. 441-467
-
-
Osborne, J.1
Collins, S.2
-
88
-
-
59349084247
-
Student interest generated during an inquiry skills lesson
-
D.H.Palmer, (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46, 147–165. doi:10.1002/tea.v46:2
-
(2009)
Journal of Research in Science Teaching
, vol.46
, pp. 147-165
-
-
Palmer, D.H.1
-
89
-
-
60849089903
-
Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance
-
R.Pekrun,, A.J.Elliot,, & M.A.Maier, (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135. doi:10.1037/a0013383
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 115-135
-
-
Pekrun, R.1
Elliot, A.J.2
Maier, M.A.3
-
90
-
-
0001111589
-
The role of motivation in promoting and sustaining self-regulated learning
-
P.R.Pintrich, (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470. doi:10.1016/S0883-0355(99)00015-4
-
(1999)
International Journal of Educational Research
, vol.31
, pp. 459-470
-
-
Pintrich, P.R.1
-
91
-
-
0345149829
-
A motivational science perspective on the role of student motivation in learning and teaching contexts
-
P.R.Pintrich, (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686. doi:10.1037/0022-0663.95.4.667
-
(2003)
Journal of Educational Psychology
, vol.95
, pp. 667-686
-
-
Pintrich, P.R.1
-
92
-
-
0002720721
-
Motivational and self-regulated learning components of classroom academic performance
-
P.R.Pintrich,, & E.De Groot, (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. doi:10.1037/0022-0663.82.1.33
-
(1990)
Journal of Educational Psychology
, vol.82
, Issue.1
, pp. 33-40
-
-
Pintrich, P.R.1
De Groot, E.2
-
93
-
-
84970123386
-
Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change
-
P.R.Pintrich,, R.W.Marx,, & R.A.Boyle, (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. doi:10.3102/00346543063002167
-
(1993)
Review of Educational Research
, vol.63
, Issue.2
, pp. 167-199
-
-
Pintrich, P.R.1
Marx, R.W.2
Boyle, R.A.3
-
94
-
-
0003816657
-
-
Englewood Cliffs, NJ: Merrill
-
P.R.Pintrich,, & D.H.Schunk, (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill.
-
(1996)
Motivation in education: Theory, research, and applications
-
-
Pintrich, P.R.1
Schunk, D.H.2
-
95
-
-
80054017398
-
Effects of epistemological sensitization on source choices
-
T.Porsch,, & R.Bromme, (2011). Effects of epistemological sensitization on source choices. Instructional Science, 39(6), 805–819. doi:10.1007/s11251-010-9155-0
-
(2011)
Instructional Science
, vol.39
, Issue.6
, pp. 805-819
-
-
Porsch, T.1
Bromme, R.2
-
96
-
-
0000926325
-
Accommodation of a scientific conception: Towards a theory of conceptual change
-
G.J.Posner,, K.A.Strike,, P.W.Hewson,, & W.A.Gertzog, (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 67(4), 489–508.
-
(1982)
Science Education
, vol.67
, Issue.4
, pp. 489-508
-
-
Posner, G.J.1
Strike, K.A.2
Hewson, P.W.3
Gertzog, W.A.4
-
97
-
-
84962764367
-
-
September, Report to the President: Prepare and inspire: K-12 Education in science, technology, engineering and math (STEM) for America’s future. Retrieved from
-
President’s Council of Advisors on Science and Technology. (2010, September). Report to the President: Prepare and inspire: K-12 Education in science, technology, engineering and math (STEM) for America’s future. Retrieved from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-stemed-report.pdf
-
(2010)
-
-
-
98
-
-
77951980240
-
Motivation, learning, and transformative experience: A study of deep engagement in science
-
K.J.Pugh,, L.Linnenbrink-Garcia,, K.L.K.Koskey,, V.C.Stewart,, & C.Manzey, (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1–28.
-
(2010)
Science Education
, vol.94
, pp. 1-28
-
-
Pugh, K.J.1
Linnenbrink-Garcia, L.2
Koskey, K.L.K.3
Stewart, V.C.4
Manzey, C.5
-
99
-
-
4043054304
-
Student interest and achievement: Developmental issues raised by a case study
-
Wigfield A., Eccles J.S., (eds), New York, NY: Academic Press
-
K.A.Renninger,, & S.Hidi, (2002). Student interest and achievement: Developmental issues raised by a case study. In A.Wigfield & J.S.Eccles (Eds.), Development of achievement motivation (pp. 173–195). New York, NY: Academic Press.
-
(2002)
Development of achievement motivation
, pp. 173-195
-
-
Renninger, K.A.1
Hidi, S.2
-
100
-
-
79960802601
-
Revisiting the conceptualization, measurement, and generation of interest
-
K.A.Renninger,, & S.Hidi, (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168–184. doi:10.1080/00461520.2011.587723
-
(2011)
Educational Psychologist
, vol.46
, Issue.3
, pp. 168-184
-
-
Renninger, K.A.1
Hidi, S.2
-
101
-
-
84923443451
-
Interest, cognition and the case of L- and science
-
Kreitler S., (ed), Cambridge, England:: Cambridge University Press
-
K.A.Renninger,, & K.R.Riley, (2013). Interest, cognition and the case of L- and science. In S.Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp. 352–382). Cambridge, England: Cambridge University Press.
-
(2013)
Cognition and motivation: Forging an interdisciplinary perspective
, pp. 352-382
-
-
Renninger, K.A.1
Riley, K.R.2
-
102
-
-
79954415844
-
A study of laughter in science lessons
-
W.M.Roth,, S.M.Ritchie,, P.Hudson,, & V.Mergard, (2011). A study of laughter in science lessons. Journal of Research in Science Teaching, 48, 437–458. doi:10.1002/tea.20412
-
(2011)
Journal of Research in Science Teaching
, vol.48
, pp. 437-458
-
-
Roth, W.M.1
Ritchie, S.M.2
Hudson, P.3
Mergard, V.4
-
103
-
-
79952816825
-
What’s interest got to do with it? Potential trade-offs in the self-regulation of motivation
-
Forgas J.P., Baumiester R., Tice D., (eds), New York, NY: Psychology Press
-
C.Sansone, (2009). What’s interest got to do with it? Potential trade-offs in the self-regulation of motivation. In J.P.Forgas, R.Baumiester, & D.Tice (Eds.), Psychology of self-regulation: Cognitive, affective, and motivational processes (pp. 35–51). New York, NY: Psychology Press.
-
(2009)
Psychology of self-regulation: Cognitive, affective, and motivational processes
, pp. 35-51
-
-
Sansone, C.1
-
104
-
-
0002088154
-
I don’t feel like it”: The function of interest in self-regulation
-
Martin L., Tesser A., (eds), Hillsdale, NJ: Erlbaum
-
C.Sansone,, & J.M.Harackiewicz, (1996). “I don’t feel like it”: The function of interest in self-regulation. In L.Martin & A.Tesser (Eds.), Striving and feeling: Interactions between goals and affect (pp. 203–228). Hillsdale, NJ: Erlbaum.
-
(1996)
Striving and feeling: Interactions between goals and affect
, pp. 203-228
-
-
Sansone, C.1
Harackiewicz, J.M.2
-
105
-
-
0003310660
-
Interest and self-regulation: The relation between having to and wanting to
-
Sansone C., Harackiewicz J.M., (eds), New York, NY: Academic Press
-
C.Sansone,, & J.L.Smith, (2000). Interest and self-regulation: The relation between having to and wanting to. In C.Sansone & J.M.Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 342–371). New York, NY: Academic Press.
-
(2000)
Intrinsic and extrinsic motivation: The search for optimal motivation and performance
, pp. 342-371
-
-
Sansone, C.1
Smith, J.L.2
-
106
-
-
24144481792
-
Interest as the missing motivator in self-regulation
-
C.Sansone,, & D.B.Thoman, (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10, 175–186. doi:10.1027/1016-9040.10.3.175
-
(2005)
European Psychologist
, vol.10
, pp. 175-186
-
-
Sansone, C.1
Thoman, D.B.2
-
107
-
-
83755188286
-
Interest and self-regulation: Understanding individual variability in choices, efforts and persistence over time
-
Hoyle R., (ed), New York, NY: Wiley-Blackwell
-
C.Sansone,, D.B.Thoman,, & J.L.Smith, (2010). Interest and self-regulation: Understanding individual variability in choices, efforts and persistence over time. In R.Hoyle (Ed.), Handbook of personality and self-regulation (pp. 191–217). New York, NY: Wiley-Blackwell.
-
(2010)
Handbook of personality and self-regulation
, pp. 191-217
-
-
Sansone, C.1
Thoman, D.B.2
Smith, J.L.3
-
108
-
-
22944492243
-
Can schools enter a knowledge society?
-
Selinger M., Wynn J., (eds), Abingdon, UK: RM Education
-
M.Scardamalia, (2000). Can schools enter a knowledge society? In M.Selinger & J.Wynn (Eds.), Educational technology and the impact on teaching and learning (pp. 6–10). Abingdon, UK: RM Education.
-
(2000)
Educational technology and the impact on teaching and learning
, pp. 6-10
-
-
Scardamalia, M.1
-
109
-
-
0347490472
-
Collective cognitive responsibility for the advancement of knowledge
-
Smith B., (ed), Chicago, IL:: Open Court
-
M.Scardamalia, (2002). Collective cognitive responsibility for the advancement of knowledge. In B.Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago, IL: Open Court.
-
(2002)
Liberal education in a knowledge society
, pp. 67-98
-
-
Scardamalia, M.1
-
110
-
-
84948872745
-
Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media
-
M.Scardamalia,, & C.Bereiter, (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37–68. doi:10.1207/s15327809jls0101_3
-
(1991)
Journal of the Learning Sciences
, vol.1
, pp. 37-68
-
-
Scardamalia, M.1
Bereiter, C.2
-
111
-
-
34250026318
-
Knowledge building: Theory, pedagogy, and technology
-
Sawyer K., (ed), New York, NY:: Cambridge University Press
-
M.Scardamalia,, & C.Bereiter, (2006). Knowledge building: Theory, pedagogy, and technology. In K.Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). New York, NY: Cambridge University Press.
-
(2006)
Cambridge handbook of the learning sciences
, pp. 97-118
-
-
Scardamalia, M.1
Bereiter, C.2
-
112
-
-
84856578220
-
The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information
-
L.Scharrer,, R.Bromme,, M.A.Britt,, & M.Stadtler, (2012). The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information. Learning and Instruction, 22(3), 231–243. doi:10.1016/j.learninstruc.2011.11.004
-
(2012)
Learning and Instruction
, vol.22
, Issue.3
, pp. 231-243
-
-
Scharrer, L.1
Bromme, R.2
Britt, M.A.3
Stadtler, M.4
-
113
-
-
0002817592
-
On some gestures’ relation to talk
-
Atkinson J.M., Heritage J., (eds), Cambridge, England:: Cambridge University Press
-
E.A.Schegloff, (1984). On some gestures’ relation to talk. In J.M.Atkinson & J.Heritage (Eds.), Structures of social action (pp. 266–296). Cambridge, England: Cambridge University Press.
-
(1984)
Structures of social action
, pp. 266-296
-
-
Schegloff, E.A.1
-
114
-
-
0001128854
-
The preference for self-correction in the organization of repair in conversation
-
E.A.Schegloff,, G.Jefferson,, & H.Sacks, (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361–382. doi:10.1353/lan.1977.0041
-
(1977)
Language
, vol.53
, pp. 361-382
-
-
Schegloff, E.A.1
Jefferson, G.2
Sacks, H.3
-
115
-
-
0003047486
-
The role of interest in motivation and learning
-
Collis J.M., Messick S., (eds), Mahwah, NJ: Erlbaum
-
U.Schiefele, (2001). The role of interest in motivation and learning. In J.M.Collis & S.Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 163–194). Mahwah, NJ: Erlbaum.
-
(2001)
Intelligence and personality: Bridging the gap in theory and measurement
, pp. 163-194
-
-
Schiefele, U.1
-
116
-
-
77649186208
-
Situational and individual interest
-
Wentzel K., Wigfield A., (eds), New York, NY: Routledge
-
U.Schiefele, (2009). Situational and individual interest. In K.Wentzel & A.Wigfield (Eds.), Handbook of motivation at school (pp. 197–222). New York, NY: Routledge.
-
(2009)
Handbook of motivation at school
, pp. 197-222
-
-
Schiefele, U.1
-
117
-
-
77952894503
-
The cultural psychology of emotions: Ancient and renewed
-
Lewis M., Haviland-Jones J., Barrett L., (eds), 3rd ed.; pp. 397–414, New York, NY:: Guilford Press
-
R.A.Shweder,, J.Haidt,, R.Horton,, & C.Joseph, (2008). The cultural psychology of emotions: Ancient and renewed. In M.Lewis, J.Haviland-Jones, & L.Barrett (Eds.), Handbook of emotions (3rd ed.; pp. 397–414). New York, NY: Guilford Press.
-
(2008)
Handbook of emotions
-
-
Shweder, R.A.1
Haidt, J.2
Horton, R.3
Joseph, C.4
-
120
-
-
21244474847
-
The warming trend in conceptual change research: The legacy of Paul R. Pintrich
-
G.M.Sinatra, (2005). The warming trend in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107–115. doi:10.1207/s15326985ep4002_5
-
(2005)
Educational Psychologist
, vol.40
, Issue.2
, pp. 107-115
-
-
Sinatra, G.M.1
-
121
-
-
84885737130
-
The collective construction of a science unit: Framing curricula as emergent from kindergarteners’ wonderings
-
C.Siry,, & C.Max., (2013). The collective construction of a science unit: Framing curricula as emergent from kindergarteners’ wonderings. Science Education, 97(6), 878–902.
-
(2013)
Science Education
, vol.97
, Issue.6
, pp. 878-902
-
-
Siry, C.1
Max, C.2
-
122
-
-
34848849124
-
How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE
-
S.Sjøbeg,, & C.Schreiner, (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia Pacific Forum on Science Learning and Teaching, 6(2), 1–16.
-
(2005)
Asia Pacific Forum on Science Learning and Teaching
, vol.6
, Issue.2
, pp. 1-16
-
-
Sjøbeg, S.1
Schreiner, C.2
-
123
-
-
33746277379
-
Multimodal interaction
-
T.Stivers,, & J.Sidnell, (2005). Multimodal interaction. Semiotica, 2005(156), 1–20.
-
(2005)
Semiotica
, vol.2005
, Issue.156
, pp. 1-20
-
-
Stivers, T.1
Sidnell, J.2
-
124
-
-
47049119807
-
From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class
-
E.Tan,, & A.Calabrese Barton, (2008). From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class. Science Education, 92(4), 567–590. doi:10.1002/(ISSN)1098-237X
-
(2008)
Science Education
, vol.92
, Issue.4
, pp. 567-590
-
-
Tan, E.1
Calabrese Barton, A.2
-
125
-
-
84874493159
-
Relationships between emotional climate and the fluency of classroom interactions
-
K.Tobin,, S.R.Ritchie,, P.Hudson,, J.Oakley,, & V.Mergard, (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research, 16(1), 71–89. doi:10.1007/s10984-013-9125-y
-
(2013)
Learning Environments Research
, vol.16
, Issue.1
, pp. 71-89
-
-
Tobin, K.1
Ritchie, S.R.2
Hudson, P.3
Oakley, J.4
Mergard, V.5
-
126
-
-
0019392722
-
The framing of decisions and the psychology of choice
-
January 30
-
A.Tversky,, & D.Kahneman, (1981, January 30). The framing of decisions and the psychology of choice. Science, 211, 453–458. doi:10.1126/science.7455683
-
(1981)
Science
, vol.211
, pp. 453-458
-
-
Tversky, A.1
Kahneman, D.2
-
127
-
-
0036729498
-
When genres meet: Inquiry into a sixth-grade urban science class
-
M.Varelas,, J.Becker,, B.Luster,, & S.Wenzel, (2002). When genres meet: Inquiry into a sixth-grade urban science class. Journal of Research in Science Teaching, 39(7), 579–605. doi:10.1002/(ISSN)1098-2736
-
(2002)
Journal of Research in Science Teaching
, vol.39
, Issue.7
, pp. 579-605
-
-
Varelas, M.1
Becker, J.2
Luster, B.3
Wenzel, S.4
-
128
-
-
84872289784
-
Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools
-
M.Varelas,, D.Martin,, & J.Kane, (2012). Content learning and identity construction: A framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Human Development, 55, 319–339. doi:10.1159/000345324
-
(2012)
Human Development
, vol.55
, pp. 319-339
-
-
Varelas, M.1
Martin, D.2
Kane, J.3
-
129
-
-
0035334385
-
Rethinking diversity in learning science: The logic of everyday sense-making
-
B.Warren,, C.Ballenger,, M.Ogonowski,, A.Rosebery,, & J.Hudicourt-Barnes, (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529–552. doi:10.1002/(ISSN)1098-2736
-
(2001)
Journal of Research in Science Teaching
, vol.38
, Issue.5
, pp. 529-552
-
-
Warren, B.1
Ballenger, C.2
Ogonowski, M.3
Rosebery, A.4
Hudicourt-Barnes, J.5
-
130
-
-
84858159759
-
From “adding inquiry” to “doing science
-
D.Weller,, & C.Finkelstein, (2011). From “adding inquiry” to “doing science.” Science and Children, 48(7), 49–53.
-
(2011)
Science and Children
, vol.48
, Issue.7
, pp. 49-53
-
-
Weller, D.1
Finkelstein, C.2
-
131
-
-
34347350222
-
Development of achievement motivation
-
Lerner I.R., Damon W., Eisenberg N., (eds), Series Eds., 6th ed., New York, NY: Wiley
-
A.Wigfield,, J.Eccles,, U.Schiefele,, R.Roeser,, & P.Davis-Kean, (2006). Development of achievement motivation. In I.R.Lerner & W.Damon (Series Eds.) & N.Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 933–1002). New York, NY: Wiley.
-
(2006)
Handbook of child psychology: Vol. 3. Social, emotional, and personality development
, pp. 933-1002
-
-
Wigfield, A.1
Eccles, J.2
Schiefele, U.3
Roeser, R.4
Davis-Kean, P.5
|