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Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems
16 references·0 citing·43 second hop
Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems (2020)Relevant or interesting according to uppe…An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement (2018)An expectancy-value-cost appr…Research Methods in Education (2017)Research Methods in EducationInterest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research (2014)Interest, motivation and atti…The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)The meaning of ‘relevance’ in…Rethinking chemistry: a learning progression on chemical thinking (2013)Rethinking chemistry: a learn…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Research on Interest in Science: Theories, methods, and findings (2011)Research on Interest in Scien…The Four-Phase Model of Interest Development (2006)The Four-Phase Model of Inter…“Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach (2006)“Chemie im Kontext”: A symbio…Important but not for me: students’ attitudes towards secondary school science in England (2005)Important but not for me: stu…Sowing the seeds of ROSE : background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education) : a comparative study of students’ views of science and science education (2004)Sowing the seeds of ROSE : ba…Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (2003)Higher Order Thinking Skills …Attitudes towards science: A review of the literature and its implications (2003)Attitudes towards science: A …Expectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…From context to contextualizing (1998)From context to contextualizi…Attitudes to Science : A Review (1975)Attitudes to Science : A Revi…Learning How to Learn (1984)National Science Education Standards (1995)The Culture of Education (1996)Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung (2017)Chemistry Education Research─From Personal Empiricism to Evidence, Theory, and Informed Practice (2018)A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability (2020)Conflict, arousal, and curiosity. (1960)Flow: the psychology of optimal experience (1990)Flow: The Psychology of Optimal Experience (1991)Revisiting the Conceptualization, Measurement, and Generation of Interest (2011)Promoting Interest and Performance in High School Science Classes (2009)Gender and attitudes toward technology use: A meta-analysis (2016)The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest (2016)A Theory of Cognitive Dissonance (1957)Experimental and Quasi-Experimental Designs for Research (1963)Stereotypic images of the scientist: The draw‐a‐scientist test (1983)PISA 2012 Assessment and Analytical Framework (2013)A Theory of Cognitive Dissonance (2017)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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(2012)The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools (2021)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Self-efficacy: the exercise of control (1997)Foundations of Game-Based Learning (2015)Understanding Attitudes and Predicting Social Behavior (1980)Those Who Understand: Knowledge Growth in Teaching (1986)A social-cognitive approach to motivation and personality. (1988)Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011)The Challenges of Defining and Measuring Student Engagement in Science (2015)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Inquiry‐based science instruction—what is it and does it matter? 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References

  • 2000Expectancy–Value Theory of Achievement Motivation8,311 cited
  • 2017Research Methods in Education7,309 cited
  • 2006The Four-Phase Model of Interest Development5,428 cited
  • 2013Handbook of Research on Science Education4,501 cited
  • 2003Attitudes towards science: A review of the literature and its implications3,451 cited
  • 2011Research on Interest in Science: Theories, methods, and findings836 cited
  • 2014Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research780 cited
  • 2003Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?673 cited
  • 2013The meaning of ‘relevance’ in science education and its implications for the science curriculum508 cited
  • 1975Attitudes to Science : A Review480 cited
  • 2005Important but not for me: students’ attitudes towards secondary school science in England357 cited
  • 2013Rethinking chemistry: a learning progression on chemical thinking341 cited
  • 1998From context to contextualizing321 cited
  • 2018An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement308 cited
  • 2006“Chemie im Kontext”: A symbiotic implementation of a context‐based teaching and learning approach

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278 cited
  • 2004Sowing the seeds of ROSE : background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education) : a comparative study of students’ views of science and science education244 cited
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