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Article: Advancing pupils within the motivational zone of proximal development: A case study in science teaching

TitleAdvancing pupils within the motivational zone of proximal development: A case study in science teaching
Authors
KeywordsAffective domain
Classroom discourse
Inquiry-based science classes
Pupils' confidence
Zone of proximal development
Issue Date2004
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244x
Citation
Research In Science Education, 2004, v. 34 n. 4, p. 403-426 How to Cite?
AbstractThis case study describes an instructional approach that may be useful in inquiry-based science classes. It involves adopting a particular discourse orientation that aims at helping pupils value their science learning. The contextual descriptions and interpretation presented can help teachers form images of classroom practices that will be conducive to developing pupils' confidence in learning how to do science. The paper reaffirms the value of a synergy between the cognitive and affective domains in optimising pupils' learning of science. © 2004 Kluwer Academic Publishers.
Persistent Identifierhttp://hdl.handle.net/10722/85024
ISSN
2015 Impact Factor: 0.895
2015 SCImago Journal Rankings: 0.932
References

 

DC FieldValueLanguage
dc.contributor.authorYung, BHWen_HK
dc.contributor.authorTao, PKen_HK
dc.date.accessioned2010-09-06T08:59:56Z-
dc.date.available2010-09-06T08:59:56Z-
dc.date.issued2004en_HK
dc.identifier.citationResearch In Science Education, 2004, v. 34 n. 4, p. 403-426en_HK
dc.identifier.issn0157-244Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/85024-
dc.description.abstractThis case study describes an instructional approach that may be useful in inquiry-based science classes. It involves adopting a particular discourse orientation that aims at helping pupils value their science learning. The contextual descriptions and interpretation presented can help teachers form images of classroom practices that will be conducive to developing pupils' confidence in learning how to do science. The paper reaffirms the value of a synergy between the cognitive and affective domains in optimising pupils' learning of science. © 2004 Kluwer Academic Publishers.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0157-244xen_HK
dc.relation.ispartofResearch in Science Educationen_HK
dc.subjectAffective domainen_HK
dc.subjectClassroom discourseen_HK
dc.subjectInquiry-based science classesen_HK
dc.subjectPupils' confidenceen_HK
dc.subjectZone of proximal developmenten_HK
dc.titleAdvancing pupils within the motivational zone of proximal development: A case study in science teachingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0157-244X&volume=34&issue=4&spage=403&epage=426&date=2004&atitle=Advancing+Pupils+within+the+Motivational+Zone+of+Proximal+Development:+A+Case+Study+in+Science+Teachingen_HK
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_HK
dc.identifier.authorityYung, BHW=rp00985en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11165-004-0286-7en_HK
dc.identifier.scopuseid_2-s2.0-14544283327en_HK
dc.identifier.hkuros101186en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-14544283327&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume34en_HK
dc.identifier.issue4en_HK
dc.identifier.spage403en_HK
dc.identifier.epage426en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridYung, BHW=8293186400en_HK
dc.identifier.scopusauthoridTao, PK=7005125780en_HK
dc.identifier.citeulike100581-

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