References
- Ames, C. 1990. Motivation: What teachers need to know. Teachers College Record 91(3):409–21.
- Ames, C. 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84(3):261–71. doi: https://doi.org/10.1037/0022-0663.84.3.261.
- Bybee, R. W., J. A. Taylor, A. Gardner, P. Van Scotter, J. C. Powell, A. Westbrook, and N. Landes. 2006. The BSCS 5E instructional model: Origins and effectiveness. Vol. 5, 88–98. Colorado Springs, CO:BSCS.
- Duit, R. 2009. Bibliography–STCSE: Students’ and teachers’ conceptions and science education. http://archiv.ipn.uni-kiel.de/stcse/
- Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. School engagement: Potential of the concept, state of the evidence. Review of Educational Research 74(1):59–109. doi: https://doi.org/10.3102/00346543074001059.
- Government of Canada. 2019. Blood, organ and tissue donation. https://www.canada.ca/en/public-health/services/healthy-living/blood-organ-tissue-donation.html
- Government of New Brunswick. 2017. Spotlight on science skills - Grade 7.
- Guibert, E. E., A. Y. Petrenko, C. L. Balaban, A. Y. Somov, J. V. Rodriguez, and B. J. Fuller. 2011. Organ preservation: Current concepts and new strategies for the next decade. Transfusion Medicine and Hemotherapy 38(2):125–42. doi: https://doi.org/10.1159/000327033.
- Guzzetti, B. J., T. E. Snyder, G. V. Glass, and W. S. Gamas. 1993. Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly 28(2):117–59. doi:https://doi.org/10.2307/747886.
- Lewis, E. L., and M. C. Linn. 1994. Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching 31(6):657–77. doi: https://doi.org/10.1002/tea.3660310607.
- Linnenbrink-Garcia, L., E. A. Patall, and E. E. Messersmith. 2013. Antecedents and consequences of situational interest. The British Journal of Educational Psychology 83 (Pt 4):591–614. doi: https://doi.org/10.1111/j.2044-8279.2012.02080.x.
- Maehr, M. L., and C. Midgley. 1991. Enhancing student motivation: A schoolwide approach. Educational Psychologist 26(3):399–427
- McNeill, K. L., R. Katsh-Singer, and P. Pelletier. 2015. Assessing science practices: Moving your class along a continuum. Science Scope 039(04):21–8. doi: https://doi.org/10.2505/4/ss15_039_04_21.
- Murphy, K. P., and P. A. Alexander. 2008. Examining the influence of knowledge, beliefs, and motivation in conceptual change. In S. Vosniadou (Ed.), Handbook of research on conceptual change, 583–616. New York: Routledge.
- National Research Council. 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas (0309217423).
- Next Generation Science Standards Lead States. 2013. Next generation science standards : For states, by states.www.nextgenscience.org/next-generation-science-standards
- Reiner, M., J. D. Slotta, M. T. Chi, and L. B. Resnick. 2000. Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction 18(1):1–34. doi: https://doi.org/10.1207/S1532690XCI1801_01.
- Thiam, M., and N. T. Lirette-Pitre. 2020. Facteurs environnementaux, intérêt situationnel et changement conceptuel en sciences: Une approche bayésienne de la modélisation par équations structurelles. Info-CRDE 23:11–5.
- Thompson, N. (Director). 2016. Vital Bonds [Film]. National Film Board.
- Thouin, M. 2004. Explorer l’histoire des sciences et des techniques: Activités, exercices et problèmes. Éditions MultiMondes.
- Wiser, M., and T. Amin. 2001. “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction 11(4–5):331–55. doi: https://doi.org/10.1016/S0959-4752(00)00036-0.
- Yeo, S., and M. Zadnik. 2001. Introductory thermal concept evaluation: Assessing students’ understanding. The Physics Teacher 39(8):496–504. doi: https://doi.org/10.1119/1.1424603.