Catálogo de publicaciones - libros
Beyond Cartesian Dualism: Encountering Affect in the Teaching and Learning of Science
William W. Cobern ; Ken Tobin ; Henry Brown-Acquay ; Mariona Espinet ; Gurol Irzik ; Olugbemiro Jegede ; Lilia Reyes Herrera ; Marrisa Rollnick ; Svein Sjøberg ; Hsiao-lin Tuan ; Steve Alsop (eds.)
Resumen/Descripción – provisto por la editorial
No disponible.
Palabras clave – provistas por la editorial
Science Education; Learning & Instruction; Teaching and Teacher Education
Disponibilidad
| Institución detectada | Año de publicación | Navegá | Descargá | Solicitá |
|---|---|---|---|---|
| No detectada | 2005 | SpringerLink |
Información
Tipo de recurso:
libros
ISBN impreso
978-1-4020-3807-5
ISBN electrónico
978-1-4020-3808-2
Editor responsable
Springer Nature
País de edición
Reino Unido
Fecha de publicación
2005
Información sobre derechos de publicación
© Springer 2005
Cobertura temática
Tabla de contenidos
Bridging the Cartesian Divide: Science Education and Affect
Steve Alsop
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
- Introduction: Science Education and Affect | Pp. 3-16
The Importance of Affect in Science Education
Michael J. Reiss
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
- Introduction: Science Education and Affect | Pp. 17-25
Incalculable Precision: Psychoanalysis and the Measure of Emotion
Alice J. Pitt
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
- Introduction: Science Education and Affect | Pp. 27-36
Attitudes Toward Science: A Review of the Field
Martina Nieswandt
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section One - Students’ Attitudes, Hopes, and Dispositions | Pp. 41-52
Empowered for Action? How Do Young People Relate to Environmental Challenges?
Camilla Schreiner; Svein Sjøberg
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section One - Students’ Attitudes, Hopes, and Dispositions | Pp. 53-68
The Shifting Roles of Acceptance and Dispositions in Understanding Biological Evolution
Sherry A. Southerland; Gale M. Sinatra
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section One - Students’ Attitudes, Hopes, and Dispositions | Pp. 69-78
Student Learning in Science Classrooms: What Role Does Motivation Play?
Christina Rhee Bonney; Toni M. Kempler; Akane Zusho; Brian P. Coppola; Paul R. Pintrich
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section Two: - Teaching, Learning, and Affect | Pp. 83-97
Practical Work and the Affective Domain: What Do We Know, What Should We Ask, and What is Worth Exploring Further?
Jerry Wellington
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section Two: - Teaching, Learning, and Affect | Pp. 99-109
Museums, Affect, and Cognition: The View from Another Window
Lynn D. Dierking
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section Two: - Teaching, Learning, and Affect | Pp. 111-122
Emotions and Science Teaching: Present Research and Future Agendas
Michalinos Zembylas
In this paper, we analyse some aspects of job satisfaction by means of a multilevel factor model, decomposing the factor structure into the graduate and degree programme components, using data from a survey on the 1998 graduates of the University of Florence. Due to the ordinal scale of the response variables, we adopt a multilevel factor model for ordinal variables. The results show that the factor structures at the graduate and study programme levels are not the same, although they are similar; the study programmes with extreme factor scores should be selected for a deeper investigation.
Section Two: - Teaching, Learning, and Affect | Pp. 123-132