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Meeting Students Halfway: Increasing Self-Efficacy and Promoting Knowledge Change in Astronomy
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Bailey, Janelle M.; Lombardi, Doug; Cordova, Jacqueline R.; Sinatra, Gale M. – Physical Review Physics Education Research, 2017
Two motivational factors--self-efficacy and interest--may be especially relevant to deepening students' understanding of astronomy. We examined the relationship between students' self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI). Approximately 700…
Descriptors: Astronomy, Self Efficacy, Science Instruction, Student Interests
Making Learning Meaningful: Facilitating Interest Development and Transfer in At-Risk College Students
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Heddy, Benjamin C.; Sinatra, Gale M.; Seli, Helena; Taasoobshirazi, Gita; Mukhopadhyay, Ananya – Educational Psychology, 2017
The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a…
Descriptors: At Risk Students, Undergraduate Students, Science Instruction, Teaching Models
The Influence of Approach and Avoidance Goals on Conceptual Change
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Johnson, Marcus Lee; Sinatra, Gale M. – Journal of Educational Research, 2014
Recently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' conceptual change learning for a specific…
Descriptors: Concept Formation, Undergraduate Students, College Science, Biology
Identity and Epistemic Emotions during Knowledge Revision: A Potential Account for the Backfire Effect
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Trevors, Gregory J.; Muis, Krista R.; Pekrun, Reinhard; Sinatra, Gale M.; Winne, Philip H. – Discourse Processes: A multidisciplinary journal, 2016
Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether…
Descriptors: Self Concept, Epistemology, Discourse Analysis, Undergraduate Students
Augmenting the Refutation Text Effect with Analogies and Graphics
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Danielson, Robert W.; Sinatra, Gale M.; Kendeou, Panayiota – Discourse Processes: A multidisciplinary journal, 2016
Refutation texts have been shown to be effective at promoting knowledge revision. It has been suggested that refutation texts are most effective when the misconception and the correct information are co-activated and integrated with causal networks that support the correct information. We explored two augmentations to a refutation text that might…
Descriptors: Persuasive Discourse, Logical Thinking, Misconceptions, Visual Aids
Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change
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Nussbaum, E. Michael; Owens, Marissa C.; Sinatra, Gale M.; Rehmat, Abeera P.; Cordova, Jacqueline R.; Ahmad, Sajjad; Harris, Fred C., Jr.; Dascalu, Sergiu M. – International Journal of Environmental and Science Education, 2015
Climate change literacy plays a key role in promoting sound political decisions and promoting sustainable consumption patterns. Based on evidence suggesting that student understanding and interest in climate change is best accomplished through studying local effects, we developed a simulation/game exploring the impact of climate change on the…
Descriptors: Climate, Water, Natural Resources, Educational Games