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Full-Text Articles in Education
Sce 6938 Topics In Science Education, Barbara Spector
Sce 6938 Topics In Science Education, Barbara Spector
Service-Learning Syllabi
No abstract provided.
How Different Variants Of Orbit Diagrams Influence Students' Explanations Of The Seasons, Victor R. Lee
How Different Variants Of Orbit Diagrams Influence Students' Explanations Of The Seasons, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
The cause of the seasons is often associated with a very particular alternative conception: that the Earth’s orbit around the sun is highly elongated and the differences in distance result in variations in temperature. It has been suggested that the standard diagrams used to depict the Earth’s orbit may be in some way responsible for the initial appearance and overall maintenance of this incorrect conceptualization; the elongated shape of the orbit is thought of as a conceptualization cue that invites a fairly predictable way of reasoning. To test if that is indeed the case, six variants of diagrams depicting differently …
The Traveling Science Circus: Developing Pre-K Geoscience Educators Through Public Outreach Opportunities, Priscilla Field Skalac
The Traveling Science Circus: Developing Pre-K Geoscience Educators Through Public Outreach Opportunities, Priscilla Field Skalac
Faculty Scholarship – Geology
As members of the university’s student chapter of the National Science Teachers Association [NSTA], undergraduate teacher candidates with a specific interest in science education have developed a public outreach group: the Traveling Science Circus. Upon request, volunteers from the NSTA chapter provide science learning activities to a variety of groups at no cost.
Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares
Implicit Theories Of Ability Of Grade 6 Science Students: Relation To Epistemological Beliefs And Academic Motivation And Achievement In Science, Jason Chen, Frank Pajares
Articles
We investigated (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results …