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Relationships of student gender, personal epistemological beliefs, science self-efficacy, attitude, and subjective norms to intended science class enrollment.

机译：学生性别，个人认识论信念，科学自我效能感，态度和主观规范与预期的科学课入学率之间的关系。

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作者
Haselhuhn, Charlotte Wieck.;
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作者单位

Iowa State University.;

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授予单位 Iowa State University.;
学科 Educational psychology.;Science education.
学位 Ph.D.
年度 1995
页码 193 p.
总页数 193
原文格式 PDF
正文语种 eng
中图分类
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2. An Investigation of the Relationship Between Preservice Science Teachers’ Epistemological Beliefs about the Nature of Science and Their Self-Efficacy Perceptions [J] . Yusuf ZORLU Journal of Education and Practice . 2017,第7期

机译：职前科学教师关于科学本质的认识论信念与其自我效能感之间的关系的调查
3. Investigating the Relationship between Science Self-efficacy Beliefs, Gender, and Academic Achievement, among High School Students in Kenya [J] . Aurah Catherine Journal of Education and Practice . 2017,第8期

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4. First-Year Science Students' Understanding of the Relationship between Scientific Epistemological Beliefs and the Nature of Science [C] . Fulya OZTAS European Association of Remote Sensing Laboratories Symposium . 2010

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5. Investigating the relationships between seventh and eighth grade science teachers' background, self-efficacy toward teaching science as inquiry, and attitudes and beliefs on classroom control. [D] . Joern, William Thomas (Tim). 2009

机译：调查七年级和八年级理科老师的背景，对作为询问的科学教学的自我效能感以及对课堂控制的态度和信念之间的关系。
6. The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles Attitudes about Science and Epistemological Beliefs [O] . Sally G. Hoskins, David Lopatto, Leslie M. Stevens 2011

机译：C.R.E.A.T.E.初级文学的方法改变了大学生自我评估的阅读和分析期刊文章关于科学的态度和认识论信念的能力
7. Relationships of student gender, personal epistemological beliefs, science self-efficacy, attitude, and subjective norms to intended science class enrollment [O] . Haselhuhn, Charlotte Wieck 1995

机译：学生性别，个人认识论信念，科学自我效能感，态度和主观规范与预期理科课程入学率的关系

Relationships of student gender, personal epistemological beliefs, science self-efficacy, attitude, and subjective norms to intended science class enrollment.

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