Science education and affect
Article Properties
-
LanguageEnglish
-
DOI (url)
-
Publication Date2003/09/01
-
Indian UGC (journal)
-
Refrences12
-
Citations88
-
Steve Alsop
-
Mike Watts
Cite
Alsop, Steve, and Mike Watts. “Science Education and Affect”. International Journal of Science Education, vol. 25, no. 9, 2003, pp. 1043-7, https://doi.org/10.1080/0950069032000052180.
Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25(9), 1043-1047. https://doi.org/10.1080/0950069032000052180
Alsop, Steve, and Mike Watts. “Science Education and Affect”. International Journal of Science Education 25, no. 9 (2003): 1043-47. https://doi.org/10.1080/0950069032000052180.
Alsop S, Watts M. Science education and affect. International Journal of Science Education. 2003;25(9):1043-7.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
You May Also Like
- The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
- Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning
- Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals
- Understanding the science experiences of successful women of color: Science identity as an analytic lens
- Students' and teachers' conceptions of the nature of science: A review of the research
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century | Review of Educational Research |
| 649 | 2000 |
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change | Review of Educational Research |
| 892 | 1993 |
| Handbook of research on science teaching and learning | 1995 | |||
| Rethinking intelligence: confronting psychological assumptions about teaching and learning | 1999 | |||
| Teaching and learning science: towards a personalized approach | 1998 |
Citations
Citations Analysis
The category
Education: Theory and practice of education 60
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled The cause and affect of asking questions: Reflective case studies from undergraduate sciences and was published in 2005. The most recent citation comes from a 2024 study titled Taking Learning Outside: The Effect on Middle School Students’ Mood. This article reached its peak citation in 2022, with 9 citations. It has been cited in 48 different journals, 14% of which are open access. Among related journals, the International Journal of Science Education cited this research the most, with 13 citations. The chart below illustrates the annual citation trends for this article.