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Adolescents' declining motivation to learn science: A follow-up study

Journal of research in science teaching, 2012-11, Vol.49 (9), p.1057-1095

2012

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Measuring students' continuing motivation for science learning

Journal of research in science teaching, 2014-04, Vol.51 (4), p.497-522

2014

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Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

Journal of research in science teaching, 2009-08, Vol.46 (6), p.632-654

2009

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Attending to affect

Journal of research in science teaching, 2014-09, Vol.51 (7), p.821-835

Fortus, David

2014

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Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?

Education sciences, 2023-12, Vol.13 (12), p.1179

2023

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High School Students' Meta-Modeling Knowledge

Research in science education (Australasian Science Education Research Association), 2016-12, Vol.46 (6), p.787-810

2016

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Changes to students’ motivation to learn science

Disciplinary and Interdisciplinary Science Education Research, 2021-01, Vol.3 (1), p.1-14, Article 1

2021

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When goals do not concur: conflicting perceptions of school science

Disciplinary and Interdisciplinary Science Education Research, 2020-05, Vol.2 (1), p.1-17, Article 6

2020

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Design-based science and student learning

Journal of research in science teaching, 2004-12, Vol.41 (10), p.1081-1110

2004

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Teaching and learning of energy in K-12 education

2014, 2014

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Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

Education sciences, 2020-01, Vol.10 (1), p.20

2020

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South African physical sciences teachers' perceptions of new content in a revised curriculum

South African journal of education, 2013-02, Vol.33 (1), p.1-15

2013

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Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields

Disciplinary and Interdisciplinary Science Education Research, 2021-01, Vol.3 (1), p.1-18, Article 2

2021

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Self-positioning in relation to science: the stories of nine adolescents

International journal of science education, 2024-02, Vol.46 (3), p.240-280

2024

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Adolescents' Declining Motivation to Learn Science: Inevitable or Not?

Journal of research in science teaching, 2011-02, Vol.48 (2), p.199-216

2011

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School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

Journal of research in science teaching, 2013-10, Vol.50 (8), p.952-988

2013

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Middle school students' use of the energy concept to engage in new learning: What ideas matter?

Journal of research in science teaching, 2024-11, Vol.61 (9), p.2191-2222

2024

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The interplay between students' motivational profiles and science learning

Journal of research in science teaching, 2023-01, Vol.60 (1), p.3-25

2023

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The role of affect in science literacy for all

International journal of science education, 2022-03, Vol.44 (4), p.535-555

2022

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Exploring Features That Play a Role in Adolescents’ Science Identity Development

Research in science education (Australasian Science Education Research Association), 2024, Vol.54 (5), p.867-889

2024

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Students' self‐efficacy for science in different school systems

Journal of research in science teaching, 2019-10, Vol.56 (8), p.1037-1059

2019

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Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices

International journal of science and mathematics education, 2023-10, Vol.21 (7), p.2173-2183

2023

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Transforming energy instruction in middle school to support integrated understanding and future learning

Science education (Salem, Mass.), 2011-07, Vol.95 (4), p.670-699

2011

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Teachers’ Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students’ Motivation for Science Learning

Research in science education (Australasian Science Education Research Association), 2018-02, Vol.48 (1), p.181-206

2018

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Systems, transfer, and fields: Evaluating a new approach to energy instruction

Journal of research in science teaching, 2019-12, Vol.56 (10), p.1341-1361

2019

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Adolescents' declining motivation to learn science: A follow-up study

Measuring students' continuing motivation for science learning

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

Attending to affect

Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?

High School Students' Meta-Modeling Knowledge

Changes to students’ motivation to learn science

When goals do not concur: conflicting perceptions of school science

Design-based science and student learning

Teaching and learning of energy in K-12 education

Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

South African physical sciences teachers' perceptions of new content in a revised curriculum

Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields

Self-positioning in relation to science: the stories of nine adolescents

Adolescents' Declining Motivation to Learn Science: Inevitable or Not?

School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

Middle school students' use of the energy concept to engage in new learning: What ideas matter?

The interplay between students' motivational profiles and science learning

The role of affect in science literacy for all

Exploring Features That Play a Role in Adolescents’ Science Identity Development

Students' self‐efficacy for science in different school systems

Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students’ Motivation and Teachers’ Motivational Practices

Transforming energy instruction in middle school to support integrated understanding and future learning

Teachers’ Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students’ Motivation for Science Learning

Systems, transfer, and fields: Evaluating a new approach to energy instruction

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