Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Models | 3 |
| Predictor Variables | 3 |
| Science Instruction | 2 |
| Academic Achievement | 1 |
| Beliefs | 1 |
| College Science | 1 |
| College Students | 1 |
| Competence | 1 |
| Correlation | 1 |
| Discourse Analysis | 1 |
| Educational Change | 1 |
| More ▼ | |
Source
| Journal of Research in… | 3 |
Author
| Champagne, Audrey B. | 1 |
| Cian, Heidi | 1 |
| Dou, Remy | 1 |
| Howell, Malia R. | 1 |
| Klopfer, Leopold E. | 1 |
| Peters, John | 1 |
| Riley Lloyd, Mary E. | 1 |
| Veal, William R. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Adult Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkDou, Remy; Cian, Heidi – Journal of Research in Science Teaching, 2022
Identity development frameworks provide insight into why and to what extent individuals engage in STEM-related activities. While studies of "STEM identity" often build off previously validated disciplinary and/or science identity frameworks, quantitative analyses of constructs that specifically measure STEM identity and its antecedents…
Descriptors: STEM Education, Self Concept, Sex, Ethnicity
Veal, William R.; Riley Lloyd, Mary E.; Howell, Malia R.; Peters, John – Journal of Research in Science Teaching, 2016
Reform-based science instruction is guided by teachers' normative beliefs. Discursive claims are how teachers say they teach science. Previous research has studied the change in teachers' beliefs and how beliefs influence intended practice and action in the classroom. Few studies have connected what teachers believe, how they say they teach, and…
Descriptors: Educational Change, Science Instruction, Teaching Methods, Beliefs
Peer reviewedChampagne, Audrey B.; Klopfer, Leopold E. – Journal of Research in Science Teaching, 1982
To explain college students' (N=110) achievement in mechanics, a causal model consisting of three constructs (Newtonian physics, mathematics ability, and science experience) was proposed. Implications for physics instruction are discussed based on results indicating plausibility of the model. (Author/SK)
Descriptors: Academic Achievement, College Science, College Students, Higher Education
