科学课堂上学生的认识情绪：其变化及其与结构化探究实践的相互作用

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Science Education Pub Date : 2024-02-20 DOI:10.1080/09500693.2024.2315100

Moonhyun Han, Phil Seok Oh

引用次数: 0

摘要

我们采用定性案例研究法，考察了学生在结构化探究中的言行和感受，试图了解学生的认识论情感如何与他们的参与互动。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Students’ epistemic emotions in a science classroom: their variations and interactions with practices in structured inquiry

Using a qualitative case study method, we examined how students talked, acted, and felt in structured inquiry in attempt to understand how students’ epistemic emotions interact with their engagemen...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

International Journal of Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

13.00%

发文量

109

期刊介绍： The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.