Literaturnachweis - Detailanzeige
| Autor/inn/en | Sinatra, Gale M.; Heddy, Benjamin C.; Lombardi, Doug |
|---|---|
| Titel | The Challenges of Defining and Measuring Student Engagement in Science |
| Quelle | In: Educational Psychologist, 50 (2015) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0046-1520 |
| DOI | 10.1080/00461520.2014.1002924 |
| Schlagwörter | Science Education; Learner Engagement; Measurement Techniques; Measurement Objectives; Definitions; Educational Psychology; Emotional Response; Behavioral Objectives; Cognitive Style; Epistemology; Scientific Research; Educational Practices; Misconceptions; Evaluation Problems; Barriers; Science Achievement; Scientific Literacy |
| Abstract | Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special issue serves to discuss and work toward addressing conceptual and instrumentation issues related to engagement, with particular interest in engagement in the domain of science learning. We start by describing the dimensional perspective of engagement (behavioral, cognitive, emotional, agentic) and suggest a complementary approach that places engagement instrumentation on a continuum. Specifically, we recommend that instrumentation be considered on a "grain-size" continuum that ranges from a person-centered to a context-centered orientation to clarify measurement issues. We then provide a synopsis of the articles included in this special issue and conclude with suggestions for future research. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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