Franklin S. Allaire, J. Patrick King, Anne C. Frenzel
{"title":"测量科学教学情感：科学教学情感量表（Sci-TES）的初步结果","authors":"Franklin S. Allaire, J. Patrick King, Anne C. Frenzel","doi":"10.1080/1046560x.2023.2291884","DOIUrl":null,"url":null,"abstract":"Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...","PeriodicalId":47326,"journal":{"name":"Journal of Science Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES)\",\"authors\":\"Franklin S. Allaire, J. Patrick King, Anne C. Frenzel\",\"doi\":\"10.1080/1046560x.2023.2291884\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...\",\"PeriodicalId\":47326,\"journal\":{\"name\":\"Journal of Science Teacher Education\",\"volume\":\"9 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2023-12-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Science Teacher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1046560x.2023.2291884\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Science Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1046560x.2023.2291884","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Measuring Science-Teaching Affect: First Results on the Science Teaching Emotions Scales (Sci-TES)
Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning...
期刊介绍：
Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
