The relationship of freshmen's physics achievement and their related affective characteristics

Gungor, Almer; Eryılmaz, Ali; Fakıoglu, Turgut

doi:10.1002/tea.20200

Cited by 76 publications

(58 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Also, Singh et al (2002) found that students' motivation affected their attitudes toward math and science, while Cavas (2011) found that students with a strong motivation for science study showed more positive attitudes toward science than those without. Gungor, Eryılmaz, & Fakıoglu (2007) found that students' attitudes toward science affected their motivation to study science.…”

Section: Relationship Between Technology-learning Motivation and Attimentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea's larger cities. The study identified a positive correlation between middle school students' motivation to learn technology and their attitudes toward engineering. Also, the engineering interest was found to be mostly affected by motivation to learn technology; and the engineering curriculum and engineering consequence, by career motivation. Based on the educational implications of these study findings, this essay discusses the implementation of engineering in the middle school technology curriculum.

show abstract

Section: Relationship Between Technology-learning Motivation and Attimentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Affektiewe faktore kan leerders se leerprosesse beïnvloed, byvoorbeeld hul keuse van kognitiewe strategieë (Mynard & McLoughlin 2014;Valdivia, McLoughlin & Mynard 2011), asook hul interaksie met ander (Gungor, Eryilmaz & Fakioglu 2007). Affek kan leer bevorder deur geheueprosesse, leerprosesse, aandagspan en motivering te ondersteun (Mynard & McLoughlin 2014).…”

Section: Literatuuroorsigunclassified

“…Affektiewe faktore en leerders se motivering om te leer is nou verwant (Gungor et al 2007;Kim 2005;Stolk et al 2008). Deelnemers aan die studie se motivering om te leer is verhoog deur verskeie affektiewe en ander faktore wat verband hou met projekgebaseerde leer.…”

Section: Subtema: Deelnemers Se Motivering Om Te Leerunclassified

“…Deelnemers het waarde geheg aan die bydrae wat die implementering van projekgebaseerde leer gelewer het tot hul vakkennis, hul leerproses, hul vermoë om leerinhoud oor te kan dra na lewenswerklike situasies en om dit as 'n onderrigstrategie te kan gebruik wanneer hulle tot die professie toetree. Hierdie bevinding sluit aan by literatuur (Gungor et al 2007;Mok & Lung 2005) wat aandui dat affektiewe faktore leerders motiveer om beter te presteer sodat hul beter voorbereid kan wees vir toekomstige beroepsgeleenthede. Die positiewe ervarings van deelnemers in projekgebaseerde leer, tesame met die waarde wat die onderrig-leerstrategie en die leerinhoud vir hul huidige en toekomstige professionele ontwikkeling bied, is affektiewe faktore wat bygedra het tot deelnemers se motivering om meer onafhanklik en selfgerig te leer.…”

Section: Subtema: Die Waarde Wat Deelnemers Aan Die Leertaak Geheg Hetunclassified

See 1 more Smart Citation

Consumer Studies student teachers’ affective experiences during project-based learning

Toit

Havenga

Walt

2016

Suid-Afrikaanse Tydskr. Natuurwetenskap Tegnol.

View full text Add to dashboard Cite

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

show abstract

“…Students' affective characteristics related to physics, which included, among other factors, physics anxiety, also significantly influenced their physics achievement [16].…”

Section: Introductionmentioning

confidence: 99%

The Role of Students’ Gender and Anxiety in Physics Performance

Agra¹,

Fischer²,

Beilock³

2018

2017 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

The relationship of freshmen's physics achievement and their related affective characteristics

Cited by 76 publications

References 38 publications

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Consumer Studies student teachers’ affective experiences during project-based learning

The Role of Students’ Gender and Anxiety in Physics Performance

Contact Info

Product

Resources

About