Why are we learning this? Using mixed methods to understand teachers’ relevance statements and how they shape middle school students’ perceptions of science utility
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DOI: 10.1016/j.cedpsych.2018.08.005
Abstract: Abstract We investigated how four middle school science teachers perceived and communicated the relevance of science content in their seventh-grade classrooms (n = 14), and examined their students’ (N = 306) perceptions regarding the utility of daily course content… read more here.
Keywords: science; utility; relevance statements; science utility ... See more keywords