Citations (22)
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Tzung-Jin Lin. (2023) High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science. Research in Science & Technological Education 41:3, pages 1088-1100.
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Xi Bei Xiong, Chai Ching Sing, Chin-Chung Tsai & Jyh-Chong Liang. (2022) Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK). Educational Studies 48:6, pages 750-771.
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Ying Zhou, Xiuting Li, Ching Sing Chai, Chin-Chung Tsai & Jyh-Chong Liang. (2022) Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science?. International Journal of Science Education 44:13, pages 2085-2109.
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Abdellah Ibrahim Mohammed Elfeky & Marwa Yasien Helmy Elbyaly. (2021) Developing skills of fashion design by augmented reality technology in higher education. Interactive Learning Environments 29:1, pages 17-32.
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Dandan Wu, Ting Liao, Weipeng Yang & Hui Li. (2021) Exploring the Relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among Pre-Service Kindergarten Teachers in China. Early Education and Development 32:1, pages 82-97.
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Kuan-Ming Shen, Tung-Lin Li & Min-Hsien Lee. (2018) Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education 40:17, pages 2137-2157.
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Simson N. Shaakumeni & Benő Csapó. (2018) A Cross-cultural Validation of Adapted Questionnaire for Assessing Motivation to Learn Science. African Journal of Research in Mathematics, Science and Technology Education 22:3, pages 340-350.
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Jyh-Chong Liang, Yen-Yuan Chen, Hong-Yuan Hsu, Tzong-Shinn Chu & Chin-Chung Tsai. (2018) The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes. Medical Education Online 23:1.
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Tzung-Jin Lin & Chin-Chung Tsai. (2017) Developing instruments concerning scientific epistemic beliefs and goal orientations in learning science: a validation study. International Journal of Science Education 39:17, pages 2382-2401.
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Daniel L. Dinsmore, Brian P. Zoellner, Meghan M. Parkinson, Anthony M. Rossi, Mary J. Monk & Jenelle Vinnachi. (2017) The effects of different types of text and individual differences on view complexity about genetically modified organisms. International Journal of Science Education 39:7, pages 791-813.
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Articles from other publishers (12)
Isabella Langen & Christian Stamov Roßnagel. (2023) East is East: Socratic classroom communication is linked to higher stress in students from confucian heritage cultures. Heliyon 9:5, pages e15748.
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Sanyin ChengSanyin Cheng. 2023. Hearing-Impaired Students’ Intellectual Styles and Their Influence. Hearing-Impaired Students’ Intellectual Styles and Their Influence
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Su Cai, Xinyue Jiao, Jiangxu Li, Peng Jin, Haitao Zhou & Tao Wang. (2022) Conceptions of Learning Science among Elementary School Students in AR Learning Environment: A Case Study of “The Magic Sound”. Sustainability 14:11, pages 6783.
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Ali Yigit Kutluca & Nilay Mercan. (2022) Exploring the Effects of Preschool Teachers’ Epistemological Beliefs on Content-Based Pedagogical Conceptualizations and PCK Integrations towards Science Teaching. European Journal of Science and Mathematics Education 10:2, pages 170-192.
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Anders Hofverberg, Hanna Eklöf & Maria Lindfors. (2022) Who Makes an Effort? A Person-Centered Examination of Motivation and Beliefs as Predictors of Students’ Effort and Performance on the PISA 2015 Science Assessment. Frontiers in Education 6.
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Serkan KAPUCU. (2021) The Relationships between Students’ Epistemological Beliefs and Conceptions of Learning in Different Science DomainsÖğrencilerin Epistemolojik İnançları ile Farklı Fen Disiplinlerine Yönelik Öğrenme Anlayışları Arasındaki İlişkiler. Bartın University Journal of Faculty of Education 10:3, pages 626-638.
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Ching Sing Chai, Pei-Yi Lin, Ronnel B. King & Morris Siu-Yung Jong. (2021) Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West. Frontiers in Psychology 12.
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Ling Li, Yutian Liu, Zhenfei Peng, Meiqin Liao, Liucun Lu, Huan Liao & Hui Li. (2020) Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model. Children and Youth Services Review 119, pages 105524.
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Xuanyang Yang, Guoqing Zhao, Qianlan Zhao & Xiaomei Yan. (2019) The Relationship between Students’ Scientific Epistemological Beliefs and their Performance of Knowledge Integration in Web-based Inquiry. The Relationship between Students’ Scientific Epistemological Beliefs and their Performance of Knowledge Integration in Web-based Inquiry.
Mingming Zhou, Olusola O. Adesope, Philip H. Winne & John C. Nesbit. (2021) Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology 13, pages e1.
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Kun-Hung Cheng. (2018) Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Francisco Leal-Soto & Rodrigo Ferrer-Urbina. (2017) Three-factor structure for Epistemic Belief Inventory: A cross-validation study. PLOS ONE 12:3, pages e0173295.
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