The Challenges of Defining and Measuring Student Engagement in Science von Sinatra, Gale M., Heddy, Benjamin C., Lombardi, Doug

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Experience sampling methodology and technology: an approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement von Xie, Kui, Vongkulluksn, Vanessa W., Heddy, Benjamin C., Jiang, Zilu

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Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning About Biological Evolution von Heddy, Benjamin C, Sinatra, Gale M

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Everyday engineering: The effects of transformative experience in middle school engineering von Heddy, Benjamin C., Danielson, Robert W., Ross, Kelly, Goldman, Jacqueline A.

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Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention von Heddy, Benjamin C., Sinatra, Gale M.

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Affordances of using mobile technology to support experience-sampling method in examining college students' engagement von Xie, Kui, Heddy, Benjamin C., Greene, Barbara A.

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Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change von Nadelson, Louis S., Heddy, Benjamin C., Jones, Suzanne, Taasoobshirazi, Gita, Johnson, Marcus

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Using conceptual change theory to help preservice teachers understand dyslexia von Peltier, Tiffany K., Heddy, Benjamin C., Peltier, Corey

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Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods von Heddy, Benjamin C., Danielson, Robert W., Sinatra, Gale M., Graham, Jesse

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First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course von Goldman, Jacqueline, Heddy, Benjamin C., Cavazos, Jenel

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What do teachers know about dyslexia? It’s complicated von Peltier, Tiffany K., Washburn, Erin K., Heddy, Benjamin C., Binks-Cantrell, Emily

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Emotions, Values, and Engagement: Understanding Motivation of First-Generation College Students von Goldman, Jacqueline, Cavazos, Jenel, Heddy, Benjamin C., Pugh, Kevin J.

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Can Multiple Texts Prompt Causal Thinking? The Role of Epistemic Emotions von Danielson, Robert W., Sinatra, Gale M., Trevors, Greg, Muis, Krista R., Pekrun, Reinhard, Heddy, Benjamin C.

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The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning von Muis, Krista R., Pekrun, Reinhard, Sinatra, Gale M., Azevedo, Roger, Trevors, Gregory, Meier, Elisabeth, Heddy, Benjamin C.

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Transforming the Online Learning Experience von Hamilton, Nancy J., Heddy, Benjamin C., Goldman, Jacqueline A., Chancey, John B.

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Using an Online-Based Mindfulness Intervention to Reduce Test Anxiety in Physics Students von Chancey, John B., Heddy, Benjamin C., Lippmann, Marie, Abraham, Eric

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Myth-Busting With Infographics: Do Creative Assignments Help Students Learn? von Cavazos, Jenel T., Stern, William, Stephenson, Elise, Heddy, Benjamin

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Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model von Pugh, Kevin J., Bergstrom, Cassendra M., Heddy, Benjamin C., Krob, Karen E.

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Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online? von Turk, Murat, Heddy, Benjamin C., Danielson, Robert W.

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The variables related to public acceptance of evolution in the United States von Heddy, Benjamin C, Nadelson, Louis S

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