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Studying motivation in the science classroom
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)
2016 (English)In: Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher / [ed] Shirley Simon, Christina Ottander, and Ilka Parchmann, Routledge, 2016, 56-67 p.Chapter in book (Refereed)
Abstract [en]

I started my PhD with a theoretical approach that I increasingly had issues with. This chapter describes my search for a successful theoretical approach to motivation in the science classroom as a practitioner-researcher. I describe what problems I encountered and how these allowed me to narrow down my initial questions to those of greater relevance from a teacher- and classroom perspective. The chapter concludes with the new direction I chose for researching motivation in the science classroom during the second half of my PhD studies.

Place, publisher, year, edition, pages
Routledge, 2016. 56-67 p.
Series
Routledge Research in Higher Education
Keyword [en]
doctoral education
National Category
Pedagogical Work
Research subject
didactics of natural science; educational work
Identifiers
URN: urn:nbn:se:umu:diva-108881ISBN: 978-1-138-89028-2 (print)ISBN: 978-3-319-14218-0 (e-book) (print)OAI: oai:DiVA.org:umu-108881DiVA: diva2:854453
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2016-04-11Bibliographically approved

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Sullivan Hellgren, Jenny

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Output format
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