References
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
- Angelo, T. A. (1993). A “teacher’s dozen”: Fourteen general, research-based principles for improving higher learning in our classrooms. AAHE Bulletin, 45(8), 3-13.
- Bērzin̹a, Ž. (2011). School-based mentoring for professional development of inclusive school teachers. Journal of Teacher Education for Sustainability, 13(1), 72-83. doi: 10.2478/v10099-011-0006-0.
- Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
- Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120. doi: 10.1177/1077727X04269573.
- Bulajeva, T. (2003). Teacher professional development in the context of school reform. Journal of Teacher Education and Training, 2, 39-45.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668.
- Education for sustainable development: Guidance for UK higher education providers (June 2014). Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Education-sustainable-development-Guidance-June-14.pdf (20 January 2017).
- Elliot, A. J., & Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73-92.
- Eshach, H. (2009). The Nobel Prize in the physics class: Science, history, and glamour. Science & Education, 18, 1377-1393. doi: 10.1007/ s11191-008-9172-4.
- Fischer, H. E., & Horstendahl, M. (1997). Motivation and learning physics. Research in Science Education, 27(3), 411-424. doi: 10.1007/BF02461762.
- Gredler, M. (2009). Learning and instruction: Theory into practice (6th ed.). Upper Saddle River, New Jersey: Prentice Hall.
- Holubova, R. (2015). How to motivate our students to study physics? Universal Journal of Educational Research 3(10), 727-734. doi: 10.13189/ujer.2015.031011.
- Hong, H.-Y., & Lin-Siegler, X. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 104(2), 469-484. doi: 10.1037/a0026224.
- Iliško, D., Ignatjeva, S., & MiËule, I. (2011). Teacher-carried research as a tool for teachers’ professional growth. Journal of Teacher Education for Sustainability, 13(2), 87-103. doi: 10.2478/v10099-011-0016-y.
- Ivanova, L. (1982). Aktivizatsiia poznavatel’noi deiatel’nosti uchashchikhsia pri izuchenii fiziki [The activization of learners’ cognitive activity during the study of physics]. Moscow (in Russian).
- Jonāne, L. (2008). The didactical aspects of integrated natural science content model for secondary school education. Journal of Teacher Education for Sustainability, 9, 45-57.
- Katāne, I., Aizsila, A., & Beitere, Z. (2006). Teacher competence and further education as priorities for sustainable development of rural schools in Latvia. Journal of Teacher Education and Training, 6, 41-59.
- Kazachkova, N., Kasperskiy, A., & Polikhun, N. (2010). The developing motivation in physics by means of presentation of new format “paradox show”. In: GIREPIPEC- MPTL Conference, Reims, France, 291-293.
- Kazachkova, N. (2013). Non-standard implementation and physics toys as motivation stimulating egents. Naukovi zapysky [Scientific notes], 3, 25-30. Retrieved from http://www.kspu.kr.ua/download/nauk_zapiski/problemi_metod_pm/nz_vipusk_3.pdf (10 January 2017).
- Krapp, A., Renninger, A., & Hoffmann, L. (1998). Some thoughts about the development of a unifying framework for the study of individual interest. In L. Hoffmann, A. Krapp, A. Renninger & J. Baumert (Eds.), Interest and learning. Proceedings of the Seeon-Conference on Interest and Gender (pp. 455-468). Kiel: IPN.
- Krapp, A. (2002). Structural and dynamic aspects of ˝nterest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383-409.
- Koç, A., & Bˆy¸k, U. (2012). The effect of hands-on science experiments on attitude towards science. Journal of Turkish Science Education, 9(4), 102-118.
- Korsun, I. (2009a). Pro shliakhy formuvannia piznaval’nogo interesu starshoklasnykiv do fizyky [About the ways of formation of cognitive interest of senior pupils in physics]. Collection of scientific papers Kamianets-Podilsky Ivan Ohienko NationalUniversity, 15, 210-212. Retrieved from http://journals.uran.ua/index.php/2307-4507/article/view/33426/29978 (10 January 2017) (in Ukrainian).
- Korsun, I. (2009b). Aktyvizatsiia navchal’no-piznaval’noi diial’nosti starshoklasnykiv u protsesi vyvchennia vlastyvostei tverdykh til u kursi fizyky [The activization of senior pupils’ educational-cognitive activity in the process of study the properties of solids in physics course]. (Candidate dissertation). National Pedagogical DragomanovUniversity, Kyiv (in Ukrainian).
- Korsun, I. (2013). Entsyklopediia tsikavykh fizychnykh faktiv [Encyclopedia of interesting physics facts]. Ternopil: Terno-graf (in Ukrainian).
- Korsun, I. (2017a). Contribution of Ukrainian scientists to the development of quantum physics. Ukrainian Journal of Physics, 62(1), 67-79. doi: 10.15407/ujpe62.01.0067.
- Korsun, I. (2017b). Expediency of Study of the Scientists’ Biographies in Physics Course. International Journal of Instruction, 10(2), 229-244. http://www.e-iji.net/dosyalar/iji_2017_2_15.pdf
- Kukk, A., & Talts, L. (2007). Teachers’ self-assessment of their professional skills according to the teachers’ professional standard. Journal of Teacher Education for Sustainability, 8, 14-24.
- Lanina, I. (1985). Formirovanie poznavatel’nykh interesov uchashchikhsia na urokakh fiziki [The formation of learners’ cognitive interest in physics lessons]. Moscow (in Russian).
- Linkaityte, G., Zuzeviciute, V., & Zilinskaite, L. (2003). Professional development of teachers: Reflecting on goals. Journal of Teacher Education and Training, 2, 46-55.
- Makarevičs, V. (2008). Professional competences of future teachers: perspective of different evaluators and contexts. Journal of Teacher Education for Sustainability, 10, 68-78.
- Marianenko, L. (1992). Psykholohichni umovy formuvannia piznaval¥noi aktyvnosti slabovstyhaiuchykh starshoklasnykiv [The psychological conditions of formation of the senior pupils’ cognitive activity, who poorly study]. (Candidate dissertation). Institute of Psychology Ukraine, Kyiv (in Ukrainian).
- Peciuliauskiene, P. (2015). Promotion of Intrinsic Motivation of New Generation Learners for Learning Physics by Digital Physics Labs. In: SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 468-479. Retrieved from http://dx.doi.org/10.17770/sie2015vol4.407 (2 December 2016).
- Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
- Poom-Valickis, K., Saarits, ‹., Sikka, H., Talts, L., & Veisson, M. (2003). Professional education of teachers - problems and perspectives. The Estonian Case. Journal of Teacher Education and Training, 3, 15-23.
- Poom-Valickis, K., & Elvisto, T. (2009). Students’ motives and satisfaction with studies in the area of natural sciences and their willingness to continue studies in teacher education. Journal of Teacher Education for Sustainability, 11(2), 41-50.
- Rowcliffe, S. (2004). Storytelling in science. School Science Review, 86(314), 121-126.
- Salomäki, U., Ruokonen, I., & Ruismäki, H. (2012). Educators’ professional and personal growth: a case study of european teachers’ in-service training courses. Journal of Teacher Education for Sustainability, 14(1), 20-29. doi: 10.2478/v10099-012-0002-z.
- Shulika, V. (2010). Rozv’iazuvannia zadach jak vazhlyvyi chynnyk formuvannia ta rozvytku piznaval’nogo interesu uchniv [Solving of tasks as an important factor of formation and development of learners’ cognitive interests]. Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University, 16, 127-130. Retrieved from http://journals.uran.ua/index.php/2307-4507/article/view/32788/29396 (2 December 2016) (in Ukrainian).
- UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. Education for Sustainable Development in Action. Technical Paper No. 2, Paris: UNESCO, Education sector. Retrieved from http://unesdoc.unesco.org/images/0014/001433/143370E.pdf (10 January 2017).
- UNESCO (May 2012). Education and skills for inclusive and sustainable development beyond 2015. Thematic Think Piece by UN System Task Team on the Post 2015 UN Development Agenda, Paris: UNESCO. Retrieved from http://www.un.org/millenniumgoals/pdf/Think%20Pieces/4_education.pdf (15 January 2017).
- Žogla, I. (2002). Towards sustainability in education: Principles of teacher educators’ professional development. Journal of Teacher Education and Training, 1, 47-56.