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Journal of Geoscience Education Volume 70, 2022 - Issue 2
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Research

Predict-observe-explain activities preserve introductory geology students’ self-efficacy

Nicole M. Jamesa Department of Chemistry and Biochemistry, Northern Illinois University, DeKalb, IL, USAORCID Iconhttps://orcid.org/0000-0002-6971-3792View further author information
ORCID Icon,
Bailey Zo Kreagerb Department of Geology and Environmental Geosciences, Northern Illinois University, DeKalb, IL, USAORCID Iconhttps://orcid.org/0000-0001-9116-1528View further author information
ORCID Icon &
Nicole D. LaDueb Department of Geology and Environmental Geosciences, Northern Illinois University, DeKalb, IL, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0954-4034View further author information
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Pages 238-249 | Received 01 Jul 2020, Accepted 17 Mar 2021, Published online: 07 Apr 2021

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Read on this site (1)

Rachel Teasdale & Hannah Aird. (2023) Aligning multiple choice assessments with active learning instruction: More accurate and equitable ways to measure student learning. Journal of Geoscience Education 71:1, pages 87-106.
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Articles from other publishers (2)

Sasha Carter & Debi Kilb. (2022) Flash Mob Science : from Landmarks to Love Hz . Seismological Research Letters 93:5, pages 2871-2881.
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Hüseyin YOLCU, Sevilay KARAMUSTAFAOĞLU & Orhan KARAMUSTAFAOĞLU. (2021) Fen Bilimleri Eğitiminde Kavram Öğretimi Yöntemlerine Dayalı Rehber Materyal Tasarımı: Kuvvet ve Hareket. Turkish Journal of Primary Education 6:2, pages 126-156.
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