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Exploring student beliefs and understanding in elementary science and mathematics
16 references·1 citing·44 second hop
Exploring student beliefs and understanding in elementary science and mathematics (2012)Exploring student beliefs and understandi…Handbook of Competence and Motivation (2013)Handbook of Competence and Mo…Adding It Up: Helping Children Learn Mathematics (2013)Adding It Up: Helping Childre…Handbook of Motivation at School (2009)Handbook of Motivation at Sch…Taking science to school: learning and teaching science in grades K-8 (2008)Taking science to school: lea…Flawed Self-Assessment (2004)Flawed Self-AssessmentAcademic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Academic Self-Concept and Sel…CREATIVE SELF-EFFICACY: ITS POTENTIAL ANTECEDENTS AND RELATIONSHIP TO CREATIVE PERFORMANCE. (2002)CREATIVE SELF-EFFICACY: ITS P…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Gender differences in risk taking: A meta-analysis. (1999)Gender differences in risk ta…The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)The Development of Epistemolo…Self-Efficacy Beliefs in Academic Settings (1996)Self-Efficacy Beliefs in Acad…National Science Education Standards (1995)National Science Education St…Developing reflective judgment : understanding and promoting intellectual growth and critical thinking in adolescents and adults (1994)Developing reflective judgmen…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…Effects of beliefs about the nature of knowledge on comprehension. (1990)Effects of beliefs about the …Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Forms of Intellectual and Eth…Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science (2021)Investigating structural rela…Motivational processes affecting learning. (1986)Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Knowledge and Teaching:Foundations of the New Reform (1987)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Professional Noticing of Children's Mathematical Thinking (2010)The Common Core State Standards in Mathematics (2015)The Framing of Decisions and the Psychology of Choice (1981)Prospect theory: An analysis of decision under risk (1988)A power primer. (1992)Risk as feelings. 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this work references cited by second hop

References

  • 1995National Science Education Standards7,888 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1996Self-Efficacy Beliefs in Academic Settings4,684 cited
  • 2013Handbook of Competence and Motivation4,671 cited
  • 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme4,197 cited
  • 2013Adding It Up: Helping Children Learn Mathematics4,090 cited
  • 1999Gender differences in risk taking: A meta-analysis.3,721 cited
  • 1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning3,175 cited
  • 2002CREATIVE SELF-EFFICACY: ITS POTENTIAL ANTECEDENTS AND RELATIONSHIP TO CREATIVE PERFORMANCE.2,778 cited
  • 2008Taking science to school: learning and teaching science in grades K-82,480 cited
  • 2009Handbook of Motivation at School2,465 cited
  • 1990Effects of beliefs about the nature of knowledge on comprehension.2,215 cited
  • 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?1,994 cited
  • 2004Flawed Self-Assessment1,859 cited

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  • 1994Developing reflective judgment : understanding and promoting intellectual growth and critical thinking in adolescents and adults1,636 cited
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    • 2021Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science31 cited