Advanced search
Publication Cover
International Journal of Science Education Volume 33, 2011 - Issue 1: Students' Interest in Science across the World: Findings from the PISA study
Submit an article Journal homepage
10,561
Views
444
CrossRef citations to date
0
Altmetric
Research Reports

Research on Interest in Science: Theories, methods, and findings

Andreas Krapp Department of Social Sciences, University of the Armed Forces Munich, Munich, GermanyCorrespondence[email protected]
&
Manfred Prenzel School of Education, Technische Universitaet Muenchen, Munich, Germany
Pages 27-50 | Published online: 11 Jan 2011

Citations (444)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (103)

Palmira Pečiuliauskienė. (2023) Instructional clarity in physics lessons: Students’ motivation and self-confidence. Cogent Education 10:2.
Read now
Sigve Høgheim, Eirik S. Jenssen & Roger André Federici. (2023) Do lectures matter? Exploring students’ situational interest in two learning arenas in teacher education. Scandinavian Journal of Educational Research 67:7, pages 1027-1040.
Read now
Sabina Lissitsa & Svetlana Chachashvili-Bolotin. (2023) Occupational reproduction and mobility in STEM – parental narratives of their child’s occupational choice. Educational Studies 49:5, pages 713-729.
Read now
Simone Neher-Asylbekov & Ingo Wagner. (2023) Modelling of interest in out-of-school science learning environments: a systematic literature review. International Journal of Science Education 45:13, pages 1074-1096.
Read now
Ella Ofek-Geva & David Fortus. (2023) Self-positioning in relation to science: the stories of nine adolescents. International Journal of Science Education 0:0, pages 1-41.
Read now
Gyeong-Geon Lee & Heesoo Ha. (2023) Multi-level structural equation modelling for factors affecting science achievement of Korean middle school students before and after COVID-19: based on 2018–2020 national assessment of educational achievement data. International Journal of Science Education 0:0, pages 1-32.
Read now
Jui-Chou Cheng. (2023) Learning outcomes of transforming cutting-edge iPSC research into informal science courses for upper secondary school students. Journal of Biological Education 0:0, pages 1-15.
Read now
Abigail A. Howell, Michelle Jordan, Michael McKelvy, Bhanu Wahi-Singh & Hannah Shadmany. (2023) The science of science is fun: assessing the impact of interactive science demonstrations through everyday experiences and near-peer role modeling. International Journal of Science Education 45:5, pages 405-429.
Read now
Sabrina Ochsen, Andrea Bernholt, Simon Grund & Sascha Bernholt. (2023) Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms. International Journal of Science Education 45:5, pages 383-404.
Read now
Taormina J. Lepore, Lisa Lundgren & Daniel Lawver. (2023) The impact of field experiences in paleontology on high school learners. Journal of Geoscience Education 0:0, pages 1-16.
Read now
Jane Fry, Meg Elkins & Lisa Farrell. (2023) Cognition and curiosity:Strategies for firms to recruit curious employees. Applied Economics 0:0, pages 1-17.
Read now
Yasmine H. El Masri, Sibel Erduran & Olga Ioannidou. (2023) Designing practical science assessments in England: students’ engagement and perceptions. Research in Science & Technological Education 41:1, pages 190-210.
Read now
Jaakko Lamminpää, Veli-Matti Vesterinen & Katja Puutio. (2023) Draw-A-Science-Comic: exploring children’s conceptions by drawing a comic about science. Research in Science & Technological Education 41:1, pages 39-60.
Read now
Zakieh Parhizgar, Atefe Dehbashi, Peter Liljedahl & Hassan Alamolhodaei. (2022) Exploring students’ misconceptions of the function concept through problem-posing tasks and their views thereon. International Journal of Mathematical Education in Science and Technology 53:12, pages 3261-3285.
Read now
Sarah Zoechling, Martin Hopf, Julia Woithe & Sascha Schmeling. (2022) Students’ interest in particle physics: conceptualisation, instrument development, and evaluation using Rasch theory and analysis. International Journal of Science Education 44:15, pages 2353-2380.
Read now
Karolina Broman, Sascha Bernholt & Camilla Christensson. (2022) Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems. Research in Science & Technological Education 40:4, pages 478-498.
Read now
Niels B. Dohn. (2022) A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education 44:10, pages 1565-1582.
Read now
Anni Loukomies, Nadine Petersen, Sarita Ramsaroop, Elizabeth Henning & Jari Lavonen. (2022) Student teachers’ situational engagement during teaching practice in Finland and South Africa. The Teacher Educator 57:3, pages 255-279.
Read now
Elif Atabek-Yigit. (2022) Exploring the optimal learning moments in a university-level chemistry course. Interactive Learning Environments 0:0, pages 1-12.
Read now
Ulas Ustun, Mustafa Cansiz, Ertugrul Ozdemir & Nurcan Cansiz. (2022) Student and school-level factors to predict science literacy for two top-performing countries in PISA 2015: Finland and Singapore. International Journal of Science Education 44:4, pages 579-603.
Read now
David Fortus, Jing Lin, Knut Neumann & Troy D. Sadler. (2022) The role of affect in science literacy for all. International Journal of Science Education 44:4, pages 535-555.
Read now
Hanwei Tang, Liqun Mao, Fuyan Wang & Hong Zhang. (2022) A validation study for a short-version scale to assess 21st century skills in flipped EFL classrooms. Oxford Review of Education 48:2, pages 148-165.
Read now
Jari Lavonen, Beatrice Ávalos, Katja Upadyaya, Sebastián Araneda, Kalle Juuti, Patricio Cumsille, Janna Inkinen & Katariina Salmela-Aro. (2021) Upper secondary students’ situational interest in physics learning in Finland and Chile. International Journal of Science Education 43:16, pages 2577-2596.
Read now
Shaohui Chi, Zuhao Wang & Xiufeng Liu. (2021) Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs. International Journal of Science Education 43:14, pages 2426-2456.
Read now
K. Büşra Kaynak-Ekici, H. Merve İmir & Z. Fulya Temel. (2021) Learning invitations in Reggio Emilia approach: A case study. Education 3-13 49:6, pages 703-715.
Read now
Luisa Grützmacher, Svenja Vieluf & Johannes Hartig. (2021) Are questionnaire scales which measure non-cognitive constructs suitable as school effectiveness criteria? A measurement invariance analysis. School Effectiveness and School Improvement 32:3, pages 430-447.
Read now
Di Zhang, Chan Wang & Yuandu Yang. (2021) The association between cognitive activation and mathematics achievement: a multiple mediation model. Educational Psychology 41:6, pages 695-711.
Read now
Tuomas Aivelo & Anna Uitto. (2021) Factors explaining students’ attitudes towards learning genetics and belief in genetic determinism. International Journal of Science Education 43:9, pages 1408-1425.
Read now
Lars Seidelin, Thomas R.S. Albrechtsen, Katrin Schöps, Marianne Holmer & Magnus Wahlberg. (2021) Does teaching about artificial reefs trigger students’ situational interest in marine biology?. Journal of Biological Education 55:3, pages 264-275.
Read now
Susanne Walan & Niklas Gericke. (2021) Factors from informal learning contributing to the children’s interest in STEM – experiences from the out-of-school activity called Children’s University. Research in Science & Technological Education 39:2, pages 185-205.
Read now
Irene Drymiotou, Costas P. Constantinou & Lucy Avraamidou. (2021) Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios. International Journal of Science Education 43:5, pages 717-736.
Read now
Sabine Schweder & Diana Raufelder. (2021) Interest, flow and learning strategies how the learning context affects the moderating function of flow. The Journal of Educational Research 114:2, pages 196-209.
Read now
Marcus Hammann, Janina Jördens & Désirée Büschgens. (2020) Students’ situational interest in cultivated plants: the importance of contextualisation and topic selection. International Journal of Science Education 42:16, pages 2765-2799.
Read now
Lee Kenneth Jones & Rebecca L. Hite. (2020) Who wants to be a scientist in South Korea: assessing role model influences on Korean students’ perceptions of science and scientists. International Journal of Science Education 42:16, pages 2674-2695.
Read now
Hasan Ozgur Kapici, Hakan Akcay & Ton de Jong. (2020) How do different laboratory environments influence students’ attitudes toward science courses and laboratories?. Journal of Research on Technology in Education 52:4, pages 534-549.
Read now
Shaljan Areepattamannil, Dean Cairns & Martina Dickson. (2020) Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries. Journal of Science Teacher Education 31:6, pages 675-704.
Read now
Roman Asshoff, Pia Hallerbach & Klaus Reinhardt. (2020) Teaching changes interest and attitudes of students towards bedbugs. International Journal of Science Education 42:11, pages 1818-1833.
Read now
Hyesun Choung, Todd P. Newman & Neil Stenhouse. (2020) The role of epistemic beliefs in predicting citizen interest and engagement with science and technology. International Journal of Science Education, Part B 10:3, pages 248-265.
Read now
Siëlle Phelan, Inga Specht & Doris Lewalter. (2020) Visit Motivation as Part of Visitors’ Personal Context in a Science Museum. Visitor Studies 23:2, pages 141-161.
Read now
Tobias Dorfner, Christian Förtsch & Birgit J. Neuhaus. (2020) Use of technical terms in German biology lessons and its effects on students’ conceptual learning. Research in Science & Technological Education 38:2, pages 227-251.
Read now
Justus Mutanen & Anna Uitto. (2020) Make biology relevant again! Pre-service teachers’ views on the relevance of biology education This paper was presented at the ERIDOB conference 2020. Journal of Biological Education 54:2, pages 202-212.
Read now
Xing Tang & Danhui Zhang. (2020) How informal science learning experience influences students’ science performance: a cross-cultural study based on PISA 2015. International Journal of Science Education 42:4, pages 598-616.
Read now
P.-T. Oon, M. M. W. Cheng & A. S. L. Wong. (2020) Gender differences in attitude towards science: methodology for prioritising contributing factors. International Journal of Science Education 42:1, pages 89-112.
Read now
Doris Holzberger, Sarah Reinhold, Oliver Lüdtke & Tina Seidel. (2020) A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies. Studies in Science Education 56:1, pages 1-34.
Read now
Yuanze Zhu. (2019) How Chinese students’ scientific competencies are influenced by their attitudes?. International Journal of Science Education 41:15, pages 2094-2112.
Read now
Allison Mattheis, Megan Murphy & Erika Marin-Spiotta. (2019) Examining intersectionality and inclusivity in geosciences education research: A synthesis of the literature 2008–2018. Journal of Geoscience Education 67:4, pages 505-517.
Read now
Otis Wilder, Malcolm B. Butler, Parul Acharya & Michele Gill. (2019) Preservice Elementary Science Teacher Attitudes Matter: A New Instrument on Positive Affect Toward Science. Journal of Science Teacher Education 30:6, pages 601-620.
Read now
Alexander Georg Büssing, Maike Schleper & Susanne Menzel. (2019) Emotions and pre-service teachers’ motivation to teach the context of returning wolves. Environmental Education Research 25:8, pages 1174-1189.
Read now
Kevin J. Pugh, Michael M. Phillips, Julie M. Sexton, Cassendra M. Bergstrom & Eric M. Riggs. (2019) A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students. Journal of Geoscience Education 67:3, pages 266-284.
Read now
Lars Höft & Sascha Bernholt. (2019) Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective. International Journal of Science Education 41:5, pages 607-627.
Read now
Sigve Høgheim & Rolf Reber. (2019) Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest. Scandinavian Journal of Educational Research 63:2, pages 285-299.
Read now
Mads Bølling, Rikke Hartmeyer & Peter Bentsen. (2019) Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. Education 3-13 47:2, pages 162-175.
Read now
Lynda Dunlop, Linda Clarke & Valerie McKelvey-Martin. (2019) Free-choice learning in school science: a model for collaboration between formal and informal science educators. International Journal of Science Education, Part B 9:1, pages 13-28.
Read now
Abdulwali H. Aldahmash, Naem, M. Alamri & Mohammed A. Aljallal. (2019) Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program. Cogent Education 6:1.
Read now
Mahsa Kazempour. (2018) Elementary Preservice Teachers’ Authentic Inquiry Experiences and Reflections: A Multicase Study. Journal of Science Teacher Education 29:7, pages 644-663.
Read now
Deborah Pino-Pasternak & Simone Volet. (2018) Evolution of pre-service teachers’ attitudes towards learning science during an introductory science unit. International Journal of Science Education 40:12, pages 1520-1541.
Read now
Sebastian Habig, Janet Blankenburg, Helena van Vorst, Sabine Fechner, Ilka Parchmann & Elke Sumfleth. (2018) Context characteristics and their effects on students’ situational interest in chemistry. International Journal of Science Education 40:10, pages 1154-1175.
Read now
Hani Swirski, Ayelet Baram-Tsabari & Anat Yarden. (2018) Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning. International Journal of Science Education 40:10, pages 1136-1153.
Read now
Jonne Pieter Vulperhorst, Koen Rens Wessels, Arthur Bakker & Sanne Floor Akkerman. (2018) How do STEM-interested students pursue multiple interests in their higher educational choice?. International Journal of Science Education 40:8, pages 828-846.
Read now
Petra Pinger, Katrin Rakoczy, Michael Besser & Eckhard Klieme. (2018) Implementation of formative assessment – effects of quality of programme delivery on students’ mathematics achievement and interest. Assessment in Education: Principles, Policy & Practice 25:2, pages 160-182.
Read now
Sonny Rosenthal. (2018) Motivations to seek science videos on YouTube: free-choice learning in a connected society. International Journal of Science Education, Part B 8:1, pages 22-39.
Read now
Katrien J. van der Hoeven Kraft. (2017) Developing Student Interest: An Overview of the Research and Implications for Geoscience Education Research and Teaching Practice. Journal of Geoscience Education 65:4, pages 594-603.
Read now
Els C. M. van Rooij, Ellen P. W. A. Jansen & Wim J. C. M. van de Grift. (2017) Factors that contribute to secondary school students’ self-efficacy in being a successful university student. Research in Post-Compulsory Education 22:4, pages 535-555.
Read now
L. Danaia, D. H. McKinnon & M. Fitzgerald. (2017) Ideal pictures and actual perspectives of junior secondary school science: comparisons drawn from Australian students in an astronomy education programme. Research in Science & Technological Education 35:4, pages 445-460.
Read now
Shaista Shirazi. (2017) Student experience of school science. International Journal of Science Education 39:14, pages 1891-1912.
Read now
Tuula Keinonen & Thelma de Jager. (2017) Student Teachers’ Perspectives on Chemistry Education in South Africa and Finland. Journal of Science Teacher Education 28:6, pages 485-506.
Read now
Danhui Zhang & Xing Tang. (2017) The influence of extracurricular activities on middle school students’ science learning in China. International Journal of Science Education 39:10, pages 1381-1402.
Read now
Shukru Esmene, Timothy Taylor & Michael Leyshon. (2017) Knowledge, experience and the circus: academic perspectives on the processes of communicating the environmental and health impacts of electric vehicles. Local Environment 22:6, pages 651-666.
Read now
Rachel Sheffield, Rekha Koul, Susan Blackley & Nicoleta Maynard. (2017) Makerspace in STEM for girls: a physical space to develop twenty-first-century skills. Educational Media International 54:2, pages 148-164.
Read now
John H. Falk, Nancy Staus, Lynn D. Dierking, William Penuel, Jennifer Wyld & Deborah Bailey. (2016) Understanding youth STEM interest pathways within a single community: the Synergies project. International Journal of Science Education, Part B 6:4, pages 369-384.
Read now
Janet S. Blankenburg, Tim N. Höffler, Heide Peters & Ilka Parchmann. (2016) The effectiveness of a project day to introduce sixth grade students to science competitions. Research in Science & Technological Education 34:3, pages 342-358.
Read now
Abdelkrim Hasni, Fatima Bousadra, Vincent Belletête, Ahmed Benabdallah, Marie-Claude Nicole & Nancy Dumais. (2016) Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review. Studies in Science Education 52:2, pages 199-231.
Read now
Lama Z. Jaber & David Hammer. (2016) Engaging in Science: A Feeling for the Discipline. Journal of the Learning Sciences 25:2, pages 156-202.
Read now
Uwe K. Simon, Hanna Steindl, Nicole Larcher, Helga Kulac & Annelies Hotter. (2016) Young science journalism: writing popular scientific articles may contribute to an increase of high-school students’ interest in the natural sciences. International Journal of Science Education 38:5, pages 814-841.
Read now
Jianzhong Xu, Ruiping Yuan, Brian Xu & Melinda Xu. (2016) Modeling students' interest in mathematics homework. The Journal of Educational Research 109:2, pages 148-158.
Read now
Pay O. Dierks, Tim N. Höffler, Janet S. Blankenburg, Heide Peters & Ilka Parchmann. (2016) Interest in science: a RIASEC-based analysis of students’ interests. International Journal of Science Education 38:2, pages 238-258.
Read now
Irmeli Palmberg, Ida Berg, Eila Jeronen, Sirpa Kärkkäinen, Pia Norrgård-Sillanpää, Christel Persson, Rytis Vilkonis & Eija Yli-Panula. (2015) Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development. Journal of Science Teacher Education 26:6, pages 549-571.
Read now
Sheila G. Oyao, Jack Holbrook, Miia Rannikmäe & Marmon M. Pagunsan. (2015) A Competence-Based Science Learning Framework Illustrated Through the Study of Natural Hazards and Disaster Risk Reduction. International Journal of Science Education 37:14, pages 2237-2263.
Read now
Jan Ardies, Sven De Maeyer & David Gijbels. (2015) A longitudinal study on boys’ and girls’ career aspirations and interest in technology. Research in Science & Technological Education 33:3, pages 366-386.
Read now
F. Alivernini & S. Manganelli. (2015) Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries. International Journal of Science Education 37:12, pages 1992-2012.
Read now
Ellen Karoline Henriksen, Fredrik Jensen & Jørgen Sjaastad. (2015) The Role of Out-of-School Experiences and Targeted Recruitment Efforts in Norwegian Science and Technology Students’ Educational Choice. International Journal of Science Education, Part B 5:3, pages 203-222.
Read now
Andreas Nehring, Kathrin H. Nowak, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2015) Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables. International Journal of Science Education 37:9, pages 1343-1363.
Read now
Yau-yuen Yeung & Yufeng Li. (2015) Chinese students’ science-related experiences: Comparison of the ROSE study in Xinjiang and Shanghai. Research in Science & Technological Education 33:2, pages 218-236.
Read now
Rainer Bromme, Eva Thomm & Veronika Wolf. (2015) From Understanding to Deference: Laypersons' and Medical Students' Views on Conflicts Within Medicine. International Journal of Science Education, Part B 5:1, pages 68-91.
Read now
Giuliano Reis, Liliane Dionne & Louis Trudel. (2015) Sources of Anxiety and the Meaning of Participation in/for Science Fairs: A Canadian Case. Canadian Journal of Science, Mathematics and Technology Education 15:1, pages 32-50.
Read now
K. Ann Renninger & Jessica E. Bachrach. (2015) Studying Triggers for Interest and Engagement Using Observational Methods. Educational Psychologist 50:1, pages 58-69.
Read now
Jennifer Ann Jocz, Junqing Zhai & Aik Ling Tan. (2014) Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science. International Journal of Science Education 36:15, pages 2596-2618.
Read now
Terence Yuk Ping Lam & Kwok Chi Lau. (2014) Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling. International Journal of Science Education 36:15, pages 2463-2480.
Read now
Anna Tapola, Tomi Jaakkola & Markku Niemivirta. (2014) The Influence of Achievement Goal Orientations and Task Concreteness on Situational Interest. The Journal of Experimental Education 82:4, pages 455-479.
Read now
Pey-Yan Liou. (2014) Examining the Big-Fish-Little-Pond Effect on Students' Self-Concept of Learning Science in Taiwan Based on the TIMSS Databases. International Journal of Science Education 36:12, pages 2009-2028.
Read now
Doris Lewalter, Claudia Geyer & Katrin Neubauer. (2014) Comparing the Effectiveness of Two Communication Formats on Visitors’ Understanding of Nanotechnology. Visitor Studies 17:2, pages 159-176.
Read now
Pay O. Dierks, Tim N. Höffler & Ilka Parchmann. (2014) Profiling interest of students in science: Learning in school and beyond. Research in Science & Technological Education 32:2, pages 97-114.
Read now
Susanne Westman & Ulrika Bergmark. (2014) A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies. International Journal of Early Years Education 22:1, pages 73-88.
Read now
Patrice Potvin & Abdelkrim Hasni. (2014) Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education 50:1, pages 85-129.
Read now
Päivi H. Taskinen, Kerstin Schütte & Manfred Prenzel. (2013) Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept. Educational Research and Evaluation 19:8, pages 717-733.
Read now
Marianne R. Logan & Keith R. Skamp. (2013) The Impact of Teachers and Their Science Teaching on Students’ ‘Science Interest’: A four-year study. International Journal of Science Education 35:17, pages 2879-2904.
Read now
Ornit Spektor-Levy, Yael Kesner Baruch & Zemira Mevarech. (2013) Science and Scientific Curiosity in Pre-school—The teacher's point of view. International Journal of Science Education 35:13, pages 2226-2253.
Read now
ToveI. Dahl, Pia Silvana Entner, Ann-Mari Horn Johansen & Joar Vittersø. (2013) Is Our Fascination With Museum Displays More About What We Think or How We Feel?. Visitor Studies 16:2, pages 160-180.
Read now
Marc Stuckey, Avi Hofstein, Rachel Mamlok-Naaman & Ingo Eilks. (2013) The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education 49:1, pages 1-34.
Read now
Katrin Lipowski, Doris Jorde, Manfred Prenzel & Tina Seidel. (2011) Expert views on the implementation of teacher professional development in European countries. Professional Development in Education 37:5, pages 685-700.
Read now
K. ANN RENNINGER & SUZANNE HIDI. (2011) Revisiting the Conceptualization, Measurement, and Generation of Interest. Educational Psychologist 46:3, pages 168-184.
Read now
Barbara Drechsel, Claus Carstensen & Manfred Prenzel. (2011) The Role of Content and Context in PISA Interest Scales: A study of the embedded interest items in the PISA 2006 science assessment. International Journal of Science Education 33:1, pages 73-95.
Read now
Rolf Vegar Olsen & Svein Lie. (2011) Profiles of Students’ Interest in Science Issues around the World: Analysis of data from PISA 2006. International Journal of Science Education 33:1, pages 97-120.
Read now

Articles from other publishers (341)

Amanda Rose Newton. (2023) The Relationship of a Digital Storytelling Assignment in Introductory Biology and Comprehension of Course Competencies. The American Biology Teacher 85:9, pages 507-513.
Crossref
Linda Mannila, Teemu Leinonen, Merja Bauters & Marjaana Veermans. (2023) Student and teacher co-agency when combining CT with arts and design in a cross-curricular project. Computers and Education Open 4, pages 100132.
Crossref
Sebastian Stuppan, Katrin Bölsterli Bardy, Andrea Maria Schmid & Markus Wilhelm. (2023) Überschätzen die Lehrmittelautor:innen den authentischen Lebensweltbezug von MINT-Aufgaben? Eine Studie zur LernendenperspektiveDo Authors of Teaching Materials Overestimate the Authenticity of STEM Tasks’ Relationship to Daily Life? A Study From the Learner Perspective. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
Crossref
Johannes Lewing, Pascal Klein & Susanne Schneider. (2023) Wirkung technischer und biologischer Kontexte auf das situationale Interesse beim Bearbeiten physikalischer Lernaufgaben zum EnergiekonzeptEffects of Technical and Biological Contexts on Situational Interest When Working on Physical Learning Tasks on the Energy Concept. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
Crossref
Tim Kirchhoff, Christoph Randler & Nadine Großmann. (2023) Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience. Journal of Research in Science Teaching 60:10, pages 2255-2293.
Crossref
Satu Kaleva, Jouni Pursiainen, Ismail Celik, Jouni Peltonen & Hanni Muukkonen. (2023) The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students. Nordic Journal of Transitions, Careers and Guidance 4:1, pages 113-129.
Crossref
Jihoon Kang & Jina Kim. (2023) Exploring the predictiveness of curiosity and interest in science learning in and after class. Journal of Research in Science Teaching.
Crossref
Heesun Yang, David Anderson & Seong-Joo Kang. (2023) An instrument for measuring scientific empathy in students’ disciplinary engagement: the scientific empathy index. Frontiers in Education 8.
Crossref
Mun Yee Lai & Eva Cheng. (2023) Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program. Frontiers in Education 8.
Crossref
Tim Kirchhoff, Matthias Wilde & Nadine Großmann. (2023) On the Interest-Promoting Effect of Outreach Science Labs: A Comparison of Students’ Interest during Experimentation at an Outreach Science Lab and at School. Research in Science Education.
Crossref
Fabienne Spies, Larissa Heger, Tim Bindel & Mark Pfeiffer. (2023) Interest as a supplementary criterion in the detection of talent: The identification of differing types of children at primary school age. International Journal of Sports Science & Coaching.
Crossref
Henriette Brakhage, Alexander Gröschner, Michaela Gläser-Zikuda & Gerda Hagenauer. (2023) Fostering Students’ Situational Interest in Physics: Results from a Classroom-Based Intervention Study. Research in Science Education 53:5, pages 993-1008.
Crossref
Heather Perkins, Emily A. Royse, Sara Cooper, Jennifer D. Kurushima & Jeffrey N. Schinske. (2023) Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting. Journal of Research in Science Teaching.
Crossref
Cornelia Reich, Stefan Markus & Katrin Lohrmann. (2023) Die Bedeutung von Unterrichtsgestaltung und Bedürfniserfüllung für das fachbezogene Interesse von Grundschülerinnen und GrundschülernThe relevance of need supportive teaching and need satisfaction for elementary school students’ subject-related interest. Zeitschrift für Grundschulforschung 16:2, pages 215-233.
Crossref
Shubina Tatiana, Järvenoja Hanna & Mänty Kristiina. (2023) The relationship between secondary school students’ situational interest and their collaborative learning interactions. SN Social Sciences 3:8.
Crossref
Susan Hanisch & Dustin Eirdosh. (2023) Developing Teacher Competencies for Teaching Evolution across the Primary School Curriculum: A Design Study of a Pre-Service Teacher Education Module. Education Sciences 13:8, pages 797.
Crossref
Xiaoli Feng, Jin-Liang Wang & Detlef H. Rost. (2023) Subject-specific interests and subject-specific self-concepts. Zeitschrift für Pädagogische Psychologie 37:4, pages 322-335.
Crossref
Luis Oberrauch & Taiga Brahm. (2023) Ökonomische Kompetenz und Geschlecht: Ausmaß und Hintergründe des Gender GapsEconomic competence and gender: Magnitude and roots of the gender gap. Zeitschrift für Erziehungswissenschaft 26:4, pages 949-974.
Crossref
Daniela Schriebl, Andreas Müller & Nicolas Robin. (2022) Modelling Authenticity in Science Education. Science & Education 32:4, pages 1021-1048.
Crossref
Markus Sebastian Feser & Thomas Plotz. (2023) Exploring the Validity of a Single-Item Instrument for Assessing Pre-Service Primary School Teachers’ Sense of Belonging to Science. Open Education Studies 5:1.
Crossref
N.P. Shilova. (2023) The Relationship of Interests in One's Own Education and the Formation of the Ability to Make a Choice in Adolescence. Psychological-Educational Studies Психолого-педагогические исследования 15:2, pages 32-48.
Crossref
Joo Hyun Park & Sunyoung Han. (2023) Investigation of a developmental path model for interest in the study of mathematics. Eurasia Journal of Mathematics, Science and Technology Education 19:7, pages em2288.
Crossref
Verena Köhn, Maria Todorova & Anna Windt. (2023) Situationales Interesse von Grundschulkindern am naturwissenschaftlichen Sachunterricht in Abhängigkeit von Unterrichtszeit und Tableteinsatz. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, pages 230-253.
Crossref
Anna-Lena Neurohr, Nadine Pasch, Siegmar Otto & Andrea Möller. (2023) Measuring adolescents’ level of interest in nature: a promising psychological factor facilitating nature protection. Frontiers in Psychology 14.
Crossref
Ola Nordqvist & Anders Jidesjö. (2023) Upper Secondary School Science Teachers' Values in Sweden:. Science & Education.
Crossref
Leman ALAKOYUN & Özgecan TAŞTAN KIRIK. (2023) Süreç Odaklı Rehberli Sorgulamayla Öğrenmenin Motivasyon ve Mantıksal Düşünme Becerilerine EtkisiImpact of Process Oriented Guided Inquiry Learning on Motivation and Logical Thinking. Pamukkale University Journal of Education.
Crossref
Tobias Bahr & Bernd Zinn. (2023) Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?. Education Sciences 13:5, pages 478.
Crossref
Derya Kaltakci-Gurel. (2023) Exploring Pre-Service Teachers’ Conceptual Understanding and Confidence in Geometrical Optics: A Focus on Gender and Prior Course Achievement. Education Sciences 13:5, pages 452.
Crossref
Mercedes Edry, Irit Sasson & Yehudit Judy Dori. (2023) Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction. Education Sciences 13:5, pages 441.
Crossref
Jessica Amsbary, Hsiu-Wen Yang, Ann Sam, Chih-Ing Lim & Megan Vinh. (2023) Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood. Early Childhood Education Journal.
Crossref
Lene Møller Madsen & Henriette Tolstrup Holmegaard. (2022) Science students’ post-bachelor’s choice narratives in different disciplinary settings. European Educational Research Journal 22:2, pages 216-235.
Crossref
Isaac Bouhdana, Patrick Charland, Lorie-Marlène Brault Foisy, Hugo G. Lapierre, Pierre-Majorique Léger, Geneviève Allaire-Duquette, Patrice Potvin, Steve Masson, Martin Riopel & Mohamed Amine Mahhou. (2023) Effects of reading contextualized physics problems among men and women: A psychophysiological approach. Trends in Neuroscience and Education 30, pages 100199.
Crossref
Mira Eberle & Luis Oberrauch. (2023) What a difference three years of economics education make: Evidence from lower stream schools in Germany. International Review of Economics Education 42, pages 100259.
Crossref
Lee Kenneth Jones & Rebecca I. Hite. (2022) Exploring when, why, and how students circumscribe and compromise science careers. The Career Development Quarterly 71:1, pages 68-81.
Crossref
Jongwon Park, Hye-Gyoung Yoon & Insun Lee. (2023) RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS’ PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY. Journal of Baltic Science Education 22:1, pages 57-72.
Crossref
Rooske K. Franse, Maien S. M. Sachisthal & Maartje E. J. Raijmakers. (2023) Presenting wicked problems in a science museum: A methodology to study interest from a dynamic perspective. Frontiers in Psychology 14.
Crossref
Leonardo Colletti. (2023) An Inclusive Approach to Teaching Quantum Mechanics in Secondary School. Education Sciences 13:2, pages 168.
Crossref
Patrice Potvin, Jean-Philippe Ayotte-Beaudet, Abdelkrim Hasni, Jonathan Smith, Michael Giamellaro, Tzung-Jin Lin & Chin-Chung Tsai. (2022) Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts. Research in Science Education 53:1, pages 99-120.
Crossref
Sitong Chen, Bing Wei & Hongfeng Zhang. (2022) Exploring high school students’ disciplinary science identities and their differences. International Journal of Science and Mathematics Education 21:2, pages 377-394.
Crossref
Fabiola Sanda Chiriacescu, Bogdan Chiriacescu, Alina Elena Grecu, Cristina Miron, Ion Ovidiu Panisoara & Iuliana Mihaela Lazar. (2023) Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice. PLOS ONE 18:1, pages e0279986.
Crossref
Katharina Hirschenhauser, Didone Frigerio & Brigitte Neuböck-Hubinger. 2023. Pedagogy, Learning, and Creativity [Working Title]. Pedagogy, Learning, and Creativity [Working Title].
Abdelwahab El Azzouzi, Abdelrhani Elachqar & Fatiha Kaddari. (2023) Exploring the evolution of student interest: Investigation of the scientific aspects of learning physics towards renewable energy. E3S Web of Conferences 412, pages 01001.
Crossref
Marie Hornberger, Arne Bewersdorff & Claudia Nerdel. (2023) What do university students know about Artificial Intelligence? Development and validation of an AI literacy test. Computers and Education: Artificial Intelligence 5, pages 100165.
Crossref
Thomas Roberts & Audrey Conway Roberts. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 262 269 .
Dean Cairns. 2023. Gender in STEM Education in the Arab Gulf Countries. Gender in STEM Education in the Arab Gulf Countries 31 59 .
Martin Xaver Müller & Dirk Felzmann. 2023. Didaktik der Geowissenschaften. Didaktik der Geowissenschaften 105 128 .
Wolfgang Lutz, Markus Elsholz, Sebastian Haase, Jan-Philipp Burde, Thomas Wilhelm & Thomas Trefzger. 2023. Die Zukunft des MINT-Lernens – Band 2. Die Zukunft des MINT-Lernens – Band 2 35 49 .
Marianne LoganMarianne Logan. 2023. Young People’s Voice in School Science. Young People’s Voice in School Science 9 37 .
Lena Steidtmann, Thilo Kleickmann & Mirjam Steffensky. (2022) Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality . Journal of Research in Science Teaching 60:1, pages 164-195.
Crossref
Joseph E. Michaelis & David Weintrop. (2022) Interest Development Theory in Computing Education: A Framework and Toolkit for Researchers and Designers. ACM Transactions on Computing Education 22:4, pages 1-27.
Crossref
Kathryn M. Parsley, Bernie J. Daigle & Jaime L. Sabel. (2022) Initial Development and Validation of the Plant Awareness Disparity Index. CBE—Life Sciences Education 21:4.
Crossref
Lisa Ziernwald, Anja Schiepe-Tiska & Kristina M. Reiss. (2022) Identification and characterization of high-achieving student subgroups using two methodological approaches: The role of different achievement indicators and motivational-affective characteristics. Learning and Individual Differences 100, pages 102212.
Crossref
Sabine Schweder & Diana Raufelder. (2022) Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals. Journal of School Psychology 95, pages 72-89.
Crossref
Şule Merve Uludüz & Muammer Çalik. (2023) A Thematic Review of STEM Education for Disadvantaged Students. Canadian Journal of Science, Mathematics and Technology Education 22:4, pages 938-958.
Crossref
Barbara Schneider, I-Chien Chen, Lydia Bradford & Kayla Bartz. (2022) Intervention initiatives to raise young people’s interest and participation in STEM. Frontiers in Psychology 13.
Crossref
M. Alejandra Camacho, Jorge Salgado M., Rommel Montúfar, Rodrigo Moreta-Herrera, Gabriel Rivadeneira & Marie-France Merlyn. (2022) Opiniones e interés en ciencia y tecnología de mujeres y hombres adolescentes ecuatorianos. Revista Andina de Educación 6:1, pages 000611.
Crossref
Ana Muñoz van den Eynde & Josep Lobera. (2022) Analysis of the tendency to select the “neither nor” option in agreement/disagreement scales on a low – salience topic: The contribution of individual differences. Methodological Innovations 15:3, pages 289-302.
Crossref
Bettina Dahl & Annette Grunwald. (2021) How lower secondary pupils work with design in green entrepreneurship in STEM education competitions. International Journal of Technology and Design Education 32:5, pages 2467-2493.
Crossref
Scott Pattison, Smirla Ramos Montañez & Gina Svarovsky. (2022) Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood engineering program. Science Education 106:6, pages 1568-1604.
Crossref
Jasmin Poor & Lucas Vasconcelos. 2022. Technology Integration and Transformation in STEM Classrooms. Technology Integration and Transformation in STEM Classrooms 198 222 .
Shally Novita, Puspita Adhi Kusuma, Risa Dwi Ratnasari, Rullyta Nadia Khairani, Denia Rahmayanthi, Afra Hafny Noer & Fredrick Dermawan Purba. (2022) Mathematics Assessment Using Virtual Reality: A Study on Indonesian Elementary School Children. Mathematics Assessment Using Virtual Reality: A Study on Indonesian Elementary School Children.
Hao Lei, Ming Ming Chiu, Danyi Wang, Chenxin Wang & Tongwei Xie. (2022) Effects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis. Journal of Educational Computing Research 60:6, pages 1373-1398.
Crossref
Sabrina Ochsen, Sascha Bernholt, Andrea Bernholt & Ilka Parchmann. (2021) Chemie finde ich eigentlich interessant, aber manchmal auch nicht – Zusammenhänge zwischen Merkmalen des Chemieunterrichts und dem situationalen Interesse von LernendenI actually find chemistry interesting, but sometimes not—couplings between characteristics of chemistry lessons and students’ situational interest. Unterrichtswissenschaft 50:3, pages 425-451.
Crossref
Miriam Brandtner & Silke Hertel. (2021) Verbale und nonverbale Indikatoren der kognitiven Komponente situational-naturwissenschaftlichen InteressesVerbal and nonverbal indicators of the cognitive component of situational scientific interest. Unterrichtswissenschaft 50:3, pages 399-423.
Crossref
Hüseyin İNALTUN. (2022) Fen Bilgisi Öğretmen Adaylarının Motivasyon ve Öğrencileri Motive Etme Hakkındaki Bilgi Düzeylerinin ve Uygulama Durumlarının İncelenmesiInvestigation of Pre-Service Science Teachers’ Knowledge and Practice Levels about Motivation and Motivating StudentsInvestigation of Pre-Service Science Teachers’ Knowledge and Practice Levels about Motivation and Motivating Students. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 35:2, pages 359-384.
Crossref
Eva N. Nyutu, William W. Cobern & Brandy A. -S. Pleasants. (2021) The Relationship Between Students’ Casual Interest in Science and Their Perceptions of the Undergraduate Laboratory Environment. Research in Science Education 52:4, pages 1261-1275.
Crossref
Julia Woithe, Andreas Müller, Sascha Schmeling & Jochen Kuhn. (2022) Motivational outcomes of the science outreach lab S'Cool LAB at CERN : A multilevel analysis . Journal of Research in Science Teaching 59:6, pages 930-968.
Crossref
Sonja T. Fiedler, Thomas Heyne & Franz X. Bogner. (2022) Closing the Gap: Potentials of ESE Distance Teaching. Sustainability 14:14, pages 8330.
Crossref
K Acuña-Umaña, C Gómez-Quirós & O A Herrera-Sancho. (2022) From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking. Physics Education 57:4, pages 045037.
Crossref
Bettina Scheidemann, Hedwig Gasteiger & Rosa M. Puca. (2022) Effects of affiliation-, achievement-, and power-related topics in mathematical word problems on students’ performance, task-related values, and expectancies. PLOS ONE 17:6, pages e0270116.
Crossref
Mohammed Abdullatif Almulla. (2022) Developing a Validated Instrument to Measure Students’ Active Learning and Actual Use of Information and Communication Technologies for Learning in Saudi Arabia’s Higher Education. Frontiers in Psychology 13.
Crossref
Hyunjung Kim. (2022) Korean Students’ Responses to Non-Cognitive Variables Compared to Japanese and Singaporean Students Based on TIMSS Data. Asia-Pacific Science Education 8:1, pages 188-221.
Crossref
Tessa Slim, Johanna E. van Schaik, Marjolein Dobber, Anna C. G. Hotze & Maartje E. J. Raijmakers. (2022) Struggling or Succeeding in Science and Technology Education: Elementary School Students’ Individual Differences During Inquiry- and Design-Based Learning. Frontiers in Education 7.
Crossref
Tim Kirchhoff, Matthias Wilde & Nadine Großmann. (2022) “I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence. Frontiers in Psychology 13.
Crossref
Mehmet Kaptan. (2021) Estimating human error probability in transporting steel cargo with bulk carriers using a hybrid approach. Proceedings of the Institution of Mechanical Engineers, Part M: Journal of Engineering for the Maritime Environment 236:2, pages 303-314.
Crossref
Tuğba İNCİ & Zuhal CUBUKCU. (2022) ORTAOKUL SEKİZİNCİ SINIF ÖĞRENCİLERİNİN FEN BİLİMLERİ DERSİNE İLGİLERİNİN İNCELENMESİ. Elektronik Eğitim Bilimleri Dergisi 11:21, pages 1-10.
Crossref
Eva S. Becker & Melanie M. Keller. (2022) „Ich fand die Unterrichtsstunde interessant – du etwa nicht?““This lesson was interesting—don’t you agree?”. Zeitschrift für Erziehungswissenschaft 25:2, pages 405-425.
Crossref
Kwok-Chi Lau & Sui-Chu Esther Ho. (2020) Attitudes Towards Science, Teaching Practices, and Science Performance in PISA 2015: Multilevel Analysis of the Chinese and Western Top Performers. Research in Science Education 52:2, pages 415-426.
Crossref
Chantal Lepper, Justine Stang & Nele McElvany. (2021) Gender Differences in Text‐Based Interest: Text Characteristics as Underlying Variables. Reading Research Quarterly 57:2, pages 537-554.
Crossref
Khaled Hussein Abdullah, Karzan Karim Khoshnaw, Hewa M. Nabee & Yurii Moroz. (2022) Building a measure of sports tolerance for youth football players. Health, sport, rehabilitation 8:1, pages 52-60.
Crossref
Stephanie Kron, Daniel Sommerhoff, Maike Achtner, Kathleen Stürmer, Christof Wecker, Matthias Siebeck & Stefan Ufer. (2022) Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and AccuracyKognitive und motivationale Personenmerkmale als Prädiktoren für diagnostische Leistung: Gemeinsame Effekte auf die diagnostische Aufgabenauswahl und Akkuratheit Lehramtsstudierender. Journal für Mathematik-Didaktik 43:1, pages 135-172.
Crossref
Ryan T. Helsel, Sammi Lambert, Lindsey Dickerson, Jack Strelich, Vanessa Woods & Darby Feldwinn. (2022) Design of a phenomenon‐based science outreach program and its effects on elementary students’ epistemological understanding of, and attitudes toward, science. School Science and Mathematics 122:2, pages 74-85.
Crossref
Rachel Freed, David McKinnon, Michael Fitzgerald & Christina M. Norris. (2022) Development and validation of an astronomy self-efficacy instrument for understanding and doing. Physical Review Physics Education Research 18:1.
Crossref
Matthew R. Bennett, Marcin Budka, Matteo Belvedere & Sally Reynolds. (2022) Deploying augmented reality to help engage the public with palaeontological applications. Proceedings of the Geologists' Association 133:1, pages 22-31.
Crossref
Haiying Long, Su Gao, Luxi Yang & Jin Chen. (2021) Do teaching practices and enjoyment of science matter to science achievement?. Psychology in the Schools 59:2, pages 334-355.
Crossref
Ricarda Corinna, Svea Isabel & Matthias Wilde*. (2022) The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons. European Journal of Educational Research 11:1, pages 587-597.
Crossref
Fatma Kayan-Fadlelmula, Abdellatif Sellami, Nada Abdelkader & Salman Umer. (2022) A systematic review of STEM education research in the GCC countries: trends, gaps and barriers. International Journal of STEM Education 9:1.
Crossref
Yau Yuen Yeung, Parbat Dhungana & Siew Wei Tho. 2022. Concepts and Practices of STEM Education in Asia. Concepts and Practices of STEM Education in Asia 139 159 .
Anni Loukomies, Taina Makkonen, Jari Lavonen & Kalle Juuti. 2022. Thermal Cameras in Science Education. Thermal Cameras in Science Education 79 93 .
Elena Bravo, Emilio Costillo, José L. Bravo, Vicente Mellado & María del C. Conde. (2021) Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage. Science Education 106:1, pages 172-198.
Crossref
Fikret SÖZBİLİR. (2021) Sosyal Medya Kullanımının Dijital Teknolojiye Yönelik Tutum Üzerindeki EtkisiThe Effect of Social Media Usage on Attitude Towards Digital Technology. İnsan ve Toplum Bilimleri Araştırmaları Dergisi 10:4, pages 3918-3942.
Crossref
Sevil Kurt. (2021) SECONDARY SCHOOL STUDENTS’ INTEREST IN PHYSICS, CHEMISTRY AND BIOLOGY CONCEPTS FROM DEVELOPMENTAL VIEW. Problems of Education in the 21st Century 79:6, pages 894-911.
Crossref
Wawan Bunawan, Syamsul Gultom, Rismawati, Efa Kristina, Fidya Witria Ash Suci & Anggi Anggana Josephine. (2021) JUNIOR STUDENTS’ INTEREST IN SCIENCE COURSES BASED ON HOTS LITERACY PROGRAM: MODELING OF SCIENTIFIC INTEREST AND ITS RELATIONSHIPS WITH OTHER COMPONENTS. International Journal of Research -GRANTHAALAYAH 9:11, pages 258-268.
Crossref
Rebecca Hite. (2021) Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks. European Journal of Mathematics and Science Education 2:2, pages 63-83.
Crossref
Brianna Johns, Dana Thomas, Lisa Lundgren, Lincoln Larson & Caren Cooper. (2021) Undergraduate Student Experiences with Citizen Science Highlight Potential to Broaden Scientific Engagement. Citizen Science: Theory and Practice 6:1, pages 33.
Crossref
Kent J. Crippen, Lorelie Imperial, Corey Payne, Charlotte A. Bolch, Maria Korolev, Chang-Yu Wu & Philip Brucat. (2021) User experience and motivation with engineering design challenges in general chemistry laboratory. Innovation and Education 3:1.
Crossref
Bobby Habig & Preeti Gupta. (2021) Authentic STEM research, practices of science, and interest development in an informal science education program. International Journal of STEM Education 8:1.
Crossref

Displaying 200 of 444 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.