Citations (40)
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Per-Olof Wickman, Vaughan Prain & Russell Tytler. (2022) Aesthetics, affect, and making meaning in science education: an introduction. International Journal of Science Education 44:5, pages 717-734.
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Sami Lehesvuori & Jaume Ametller. (2021) Exploring coherence and authorship in pedagogical link-making in science. International Journal of Science Education 43:17, pages 2791-2813.
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M.A. Dávila-Acedo, F. Cañada, J. Sánchez-Martín, D. Airado-Rodríguez & V. Mellado. (2021) Emotional performance on physics and chemistry learning: the case of Spanish K-9 and K-10 students. International Journal of Science Education 43:6, pages 823-843.
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Xiaoyang Gong & Bradley W. Bergey. (2020) The dimensions and functions of students’ achievement emotions in Chinese chemistry classrooms. International Journal of Science Education 42:5, pages 835-856.
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Simone Volet, Cate Seghezzi & Stephen Ritchie. (2019) Positive emotions in student-led collaborative science activities: relating types and sources of emotions to engagement in learning. Studies in Higher Education 44:10, pages 1734-1746.
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Inkinen Janna, Klager Christopher, Schneider Barbara, Juuti Kalle, Krajcik Joseph, Lavonen Jari & Salmela-Aro Katariina. (2019) Science classroom activities and student situational engagement. International Journal of Science Education 41:3, pages 316-329.
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Donna King, Senka Henderson & Maryam Sandhu. (2018) Deep breathing as a mindfulness practice in year 10 science. Learning: Research and Practice 4:1, pages 91-101.
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Lina Melo, Florentina Cañada & Vicente Mellado. (2017) Exploring the emotions in Pedagogical Content Knowledge about the electric field. International Journal of Science Education 39:8, pages 1025-1044.
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Articles from other publishers (31)
Pedro Membiela, Katherine Acosta, Miguel A. Yebra & Antonio González. (2023) Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students. Science Education 107:4, pages 939-963.
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Elisa Vilhunen, Mei-Hung Chiu, Katariina Salmela-Aro, Jari Lavonen & Kalle Juuti. (2022) Epistemic Emotions and Observations Are Intertwined in Scientific Sensemaking: A Study among Upper Secondary Physics Students. International Journal of Science and Mathematics Education 21:5, pages 1545-1566.
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Antonio-Joaquín Franco-Mariscal, Daniel Cebrián-Robles & Noela Rodríguez-Losada. (2021) Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers. Technology, Knowledge and Learning 28:2, pages 769-802.
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Maria Antonia Dávila-Acedo, Jesús Sánchez-Martín, Diego Airado-Rodríguez & Florentina Cañada-Cañada. (2022) Impact of an Active Learning Methodology on Students’ Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions—The Case of Secondary Education Students. Education Sciences 12:5, pages 347.
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Marine Cau, Juan Sandoval, Amaël Arguel, Cyril Breque, Nathalie Huet, Jerome Cau & Med Amine Laribi. (2022) Toward Optimal Learning of the Gesture in Laparoscopic Surgery: Methodology and Performance. Journal of Clinical Medicine 11:5, pages 1398.
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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.
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María Antonia Dávila-Acedo, Diego Airado-Rodríguez, Florentina Cañada-Cañada & Jesús Sánchez-Martín. (2021) Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry. Frontiers in Psychology 12.
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Megan P. Cuzzolino. (2021)
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The Awe is In the Process
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Joan Aliberas, Rufina Gutiérrez & Mercè Izquierdo. (2019) Identifying Changes in a Student’s Mental Models and Stimulating Intrinsic Motivation for Learning During a Dialogue Regulated by the Teachback Technique: a Case Study. Research in Science Education 51:3, pages 617-645.
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Marita Cronqvist. (2021) Joy in Learning. Educare:3, pages 54-77.
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Elisabeth Eppler, Jan Meyer, Steffen Serowy, Karl Link, Barbara Pauk & Luis Filgueira. (2018) Enhancing Scientific Communication Skills: a Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception, Reflective Review Writing on a Clinical Issue, and Self and Peer Assessments. Research in Science Education 51:2, pages 277-299.
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Hongming Liaw, Yuh-Ru Yu, Chin-Cheng Chou & Mei-Hung Chiu. (2020) Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction. Journal of Science Education and Technology 30:2, pages 227-238.
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Efrat Eilam. (2019) Synchronization: a framework for examining emotional climate in classes. Palgrave Communications 5:1.
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Victoria Prokofieva, Svetlana Kostromina, Sofia Polevaia & Fabien Fenouillet. (2019) Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements. Frontiers in Psychology 10.
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Tarja Pietarinen, Marja Vauras, Eero Laakkonen, Riitta Kinnunen & Simone Volet. (2018) High school students' perceptions of affect and collaboration during virtual science inquiry learning. Journal of Computer Assisted Learning 35:3, pages 334-348.
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Mei-Hung Chiu, Hongming Leonard Liaw, Yuh-Ru Yu & Chin-Cheng Chou. (2019) Facial micro-expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points. British Journal of Educational Technology 50:1, pages 469-480.
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Luís Silva. (2018) A Brief History of Biochemical Genetics’ 50 Years and a Reflection About Past and Present Research Directions. Biochemical Genetics 56:1-2, pages 1-6.
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Andrew Gilbert & Christie C. Byers. (2017) Wonder as a tool to engage preservice elementary teachers in science learning and teaching. Science Education 101:6, pages 907-928.
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Donna King, Stephen M. Ritchie, Maryam Sandhu, Senka Henderson & Ben Boland. (2017) Temporality of Emotion: Antecedent and Successive Variants of Frustration When Learning Chemistry. Science Education 101:4, pages 639-672.
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María Antonia Dávila, Robson Novais, Ana Belén Borrachero & Lucía Mellado. (2017) Las metáforas sobre el profesor y el aprendizaje de estudiantes de Maestría de Brasil y España. Ciência & Educação (Bauru) 23:1, pages 273-295.
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Yeon Joon Yoo & Phil Seok Oh. (2016) Effects of Modeling-Based Science Inquiry Instruction on Elementary Students' Learning in the Unit of Seasonal Changes. Journal of Korean Elementary Science Education 35:2, pages 265-276.
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