The Effect of Science–Technology–Society Teaching on Students’ Attitudes toward Science and Certain Aspects of Creativity
By Mee-Kyeong Lee, Ibrahim Erdogan. 2007
164 citations recorded by the source corpus.
Subfields: Computer Networks and Communications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/fc69887cdbd98da59dda746b51faf25b29587470
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Networks and Communications
In Developmental and Educational Psychology
- D. Zeidler
- Troy D. Sadler
- Scott Applebaum
- A. Lewis
- Maya Israel
- Annemarie van Langen
- Anniek van den Hurk
- Jennifer L. Eastwood
In Education
- D. Zeidler
- Troy D. Sadler
- Scott Applebaum
- A. Lewis
- Maya Israel
- Annemarie van Langen
- Anniek van den Hurk
- Jennifer L. Eastwood
Citations in the corpus
- Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “Studies have shown that students in SSI contexts were more likely to display creativity in their work (Yager, Lim, & Yager, 2006 ) or show gains in creativity (Lee & Erdogan, 2007 ).”
- Interventions in education to prevent STEM pipeline leakage (2018, methodology): “For example, by using (more) ICT (Kara & Yesilyurt, 2008) or more hands-on experiences inside and outside the classroom (Lee & Erdogan, 2007; Prokop et al., 2007).”
- UDL in the Middle School Science Classroom (2014, background): “In addition, Lee and Erdogan (2007) pointed out that students with LD develop negative attitudes about science when they encounter complex expository texts and other instructional materials that limit their ability to access and comprehend scientific information.”