Materials Similar to The crucial role of motivation and emotion in classroom learning
- 63%: A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts
- 46%: Negative Student Response to Active Learning in STEM Classrooms: A Systematic Review of Underlying Reasons
- 43%: Investigating the role of student preparation on cooperative grouping in an active learning classroom
- 41%: Assessment lessons from K-12 education research: Knowledge representation, learning, and motivation
- 41%: What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
- 39%: Changing how data are collected can change what we learn from discipline-based educational research
- 36%: Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms
- 35%: Bridging Cognitive And Neural Aspects Of Classroom Learning
- 34%: Use of analogy in learning physics: The role of representations
- 34%: Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience
- 33%: Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
- 33%: Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices
- 33%: Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review
- 32%: Preparing Students to Learn from Lecture: Creating a “Time for Telling” (Learning About Teaching Physics podcast)
- 32%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
- 32%: Instructor strategies to aid implementation of active learning: a systematic literature review
- 31%: Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning
- 31%: Role of physics lecture demonstrations in conceptual learning
- 31%: The Role of Student Reflection in Project-based Learning Physics Courses




