Xiaoyang Gong

Students' Motivations and Emotions in Chinese Science Classrooms (eBook, PDF)

• Format: PDF

Produktbeschreibung

The book reviews and examines students' motivations and emotions in Chinese science classrooms.

By adopting different approaches such as content analysis, factor analysis, path analysis, and latent profile analysis, the author analyzes the content of literature, curriculum standards and textbooks, classroom observations, survey data, interview data, and open-ended responses from students and teachers through a literature review and six empirical studies. The findings may provide insights for education researchers and practitioners seeking to improve science teachers' pedagogical practices and create friendlier classroom environments.

Researchers of science education or those who are interested in investigating students' affective perceptions in specific subject contexts will find this book interesting.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 174
• Erscheinungstermin: 5. Dezember 2023
• Englisch
• ISBN-13: 9781003823094
• Artikelnr.: 69237346

Autorenporträt

Xiaoyang Gong is an assistant professor at Faculty of Education, Tianjin Normal University. Her research interests include science education, psychology, and education technology.

Inhaltsangabe

Part 1. Introduction 1 Introduction to Motivations and Emotions in Chinese
Science Classrooms Part 2 Students' Motivations and Emotions in Regular
Science Classrooms 2 The dimensions and functions of students' achievement
emotions in Chinese chemistry classrooms 3 Assessing students' achievement
emotions during chemistry experiments Part 3 Students' Motivations and
Emotions in New Settings 4 How computer simulations influence students'
motivations and emotions 5 University science-major students' achievement
emotions in emergency remote learning during COVID-19 pandemic: a latent
profile analysis Part 4 The Application of Situated Expectancy-Value Theory
in Chinese Science Classrooms 6 The development and validation of the
chemistry value questionnaire 7 The relationship between students'
motivational beliefs of chemistry learning and future course choices