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Materials Similar to School Engagement: Potential of the Concept, State of the Evidence

• 31%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
• 31%: How attitudes and beliefs about physics change from high school to faculty
• 29%: The Concept Map as a Tool for the Collaborative Construction of Knowledge: A Microanalysis of High School Physics Students
• 28%: Relationships between concrete and formal operational physics concepts and the intellectual levels of high school students
• 28%: Student Perceptions of Physics by Inquiry at Ohio State
• 28%: Student difficulties with quantum states while translating state vectors in Dirac notation to wave functions in position and momentum representations
• 28%: Potential Relationship of Chosen Major to Problem Solving Attitudes and Course Performance
• 28%: Gender differences in self-efficacy states in high school physics
• 28%: Describing astronomy identity of upper primary and middle school students through structural equation modeling
• 27%: Physics Major Engagement and Persistence: A Phenomenography Interview Study
• 27%: Faculty perceptions of grade 7-12 math and science teaching as a career: Evidence from a reduced-basis factor analysis of the PTAP.HE Instrument
• 26%: Difficult physics topics in Nigerian secondary schools
• 26%: Effects of Knowledge and Persuasion on High-School Students' Attitudes Toward Nuclear Power Plants
• 26%: High School Science Experiences Associated to Mastery Orientation Towards Learning
• 26%: Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving
• 26%: How Freshmen Generate Evidence for Reasoning in Physics and Non-physics Tasks?
• 26%: Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs
• 26%: Alternative Approaches to Assessing Student Engagement Rates
• 25%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes