Students’ epistemic emotions in a science classroom: their variations and interactions with practices in structured inquiry-Reference-Cited by-同舟云学术

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Students’ epistemic emotions in a science classroom: their variations and interactions with practices in structured inquiry

Published:2024-02-20 Issue: Volume: Page:1-18
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Han Moonhyun¹²^ORCID,Seok Oh Phil³

Affiliation:

1. Cheong-Am Elementary School, Paju-Si, Republic of Korea

2. Department of Science Education, Seoul National University of Education, Seoul, Republic of Korea

3. Department of Science Education, Gyeongin National University of Education, Anyang, Republic of Korea

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2024.2315100

Reference48 articles.

1. The many levels of inquiry;Banchi H.;Science and Children,2008

2. Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt.

3. Bellocchi, A., Quigley, C., & Otrel-Cass, K. (2017). Exploring emotions, aesthetics and wellbeing in science education research. Springers.

4. “I Was Proud of Myself That I Didn't Give Up and I Did It”: Experiences of Pride and Triumph in Learning Science

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