Academic literature on the topic 'Attitudes towards chemistry'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Attitudes towards chemistry.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Attitudes towards chemistry"
1
Montes, L. H., R. A. Ferreira, and C. Rodríguez. "Explaining secondary school students’ attitudes towards chemistry in Chile." Chemistry Education Research and Practice 19, no. 2 (2018): 533–42. http://dx.doi.org/10.1039/c8rp00003d.
Full textAbstract:
Research into attitudes towards chemistry in Latin America and indeed towards science in general is very limited. The present study aimed to adapt and validate a shortened version of Bauer's Attitude toward the Subject of Chemistry Inventory version 2 (ASCIv2) for use in a Latin American context. It also explored attitudes towards chemistry of Chilean secondary school students, and assessed the effect of school type, year group, gender, and chemistry achievement on both cognitive and affective dimensions. The participants were 523 secondary school students from public, private subsidised, and private schools in Chile. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were first carried out to validate ASCIv2. The results of CFA showed that ASCIv2 retained the two-factor structure and showed optimal model fit, but three items had to be removed from the original instrument. The research also showed that attitudes towards science were neither positive nor negative, a reality similar to that of other countries. The results of multivariate and univariate analyses of variance showed significant effects of year group and chemistry achievement on attitudes towards chemistry. No effects of school type, gender or interactions between factors were found. Follow-up analyses revealed that as students advance through school their attitudes decline, but that the higher their chemistry marks, the more positive their attitudes become. These findings are partially in line with previous data from other countries and are a starting point for more research into attitudes towards chemistry in Latin America.
2
Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 39. http://dx.doi.org/10.11591/ijere.v7i1.11138.
Full textAbstract:
Developing students' positive attitude toward learning is one of the important things, because some researchers mention that attitudes toward the subjects are related to academic achievement. Teachers, in the implementation of learning can evaluate attitudes toward the subjects, in order to know how students' attitude toward learning that is/has been going on. Therefore, an attitude assessment is required for valid, reliable and practical learning. The purpose of this research is to develop a Likert scale type questionnaire that can measure students' attitudes toward chemistry. In this study initially has been compiled as many as 43 items. The items in the present scale were adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes towards Chemistry Lessons Scale (ATCLS). After the contents validation of the questionnaire by the expert, the questionnaire is tested on 245 college students. Determination of construct validity which is conducted with exploratory factor analysis obtained 32 items valid question. The result of factor analysis shows that the scale has nine factors that explain 62.105% of the total variance. In addition, it shows the finding of 'reliability coefficient (Cronbach' alpha) of 0.91. The results obtained showed that it has obtained valid and reliable questionnaires as a measuring tool that can be used to determine student attitudes toward chemistry in chemistry foodstuffs lectures.
3
Sumarni, Woro, Endang Susilaningsih, and Yeri Sutopo. "Construct Validity and Reliability of Attitudes towards Chemistry of Science Teacher Candidates." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 39. http://dx.doi.org/10.11591/ijere.v1i1.11138.
Full textAbstract:
<p>Developing students' positive attitude toward learning is one of the important<br />things, because some researchers mention that attitudes toward the subjects<br />are related to academic achievement. Teachers, in the implementation of<br />learning can evaluate attitudes toward the subjects, in order to know how<br />students' attitude toward learning that is/has been going on. Therefore, an<br />attitude assessment is required for valid, reliable and practical learning. The<br />purpose of this research is to develop a Likert scale type questionnaire that<br />can measure students' attitudes toward chemistry. In this study initially has<br />been compiled as many as 43 items. The items in the present scale were<br />adapted from the Test of Science-Related Attitudes (TOSRA) and Attitudes<br />towards Chemistry Lessons Scale (ATCLS). After the contents validation of<br />the questionnaire by the expert, the questionnaire is tested on 245 college<br />students. Determination of construct validity which is conducted with<br />exploratory factor analysis obtained 32 items valid question. The result of<br />factor analysis shows that the scale has nine factors that explain 62.105% of<br />the total variance. In addition, it shows the finding of 'reliability coefficient<br />(Cronbach' alpha) of 0.91. The results obtained showed that it has obtained<br />valid and reliable questionnaires as a measuring tool that can be used to<br />determine student attitudes toward chemistry in chemistry foodstuffs<br />lectures</p>
4
Penn, Mafor, and Umesh Ramnarain. "South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment." Chemistry Education Research and Practice 20, no. 4 (2019): 699–709. http://dx.doi.org/10.1039/c9rp00014c.
Full textAbstract:
This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by a qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.
5
Erökten, Seçil. "Pre-service Elementary Teachers’ Attitudes towards Chemistry Course." International Journal of Assessment Tools in Education 4, no. 2 (January 31, 2017): 115–21. http://dx.doi.org/10.21449/ijate.275803.
Full text
6
Kousa, P., R. Kavonius, and M. Aksela. "Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods." Chemistry Education Research and Practice 19, no. 2 (2018): 431–41. http://dx.doi.org/10.1039/c7rp00226b.
Full textAbstract:
The aims of this study were to determine low-achieving students’ attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n= 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a Finnish National Board of Education assessment. The students were divided into five groups according to their achievement in the chemistry-exam. 159 of the students who had deficient exam results were defined as low-achieving (LA) students, and within that group non-native speakers, students with special needs and gender were selected as the background variables. Boys, non-native speakers and those who had special support had more positive attitudes towards chemistry within the LA group. The most preferred teaching methods in the low-achieving group were (i) visiting companies, institutes, museums and exhibitions; (ii) using the internet, videos, magazines and books for studying and (iii) small group working. According to the LA students their teachers should take more into account their wishes for teaching methods. This study suggests that more positive attitudes could lead to a better achievement when the teaching methods are preferred by most of the students. This paper proposes some ideas for both teachers and teacher training.
7
NUNES, Albino Oliveira, Lucas Oliveira de MEDEIROS, Albano Oliveira NUNES, and Allison Ruan de Morais SILVA. "DISCUSSING THE ATTITUDES AND BELIEFS ABOUT CHEMISTRY IN ELECTRO-TECHNICAL EDUCATION STUDENTS." Periódico Tchê Química 13, no. 25 (January 20, 2016): 82–88. http://dx.doi.org/10.52571/ptq.v13.n25.2016.82_periodico25_pgs_82_88.pdf.
Full textAbstract:
The advancment of science and technology in our society gave way for a crescent demand in Scientific and Technologic Literacy (SCL) for the general population. In this context, Chemistry plays an important role not only for being a central science, but also for having a strong technological component and industrial significance. Thus, this article's goal is to know and analyze the scientific and Chemistry-oriented behaviour of third-year students at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) - Campus Mossoró, trhough qualitative and quantitative approach. The data collect instruments used (open-ended question, Likert scale and semantic differential scale) were applied to 25 students from the eletrotechnical integrated course. The results show that the students present a positive attitude towards Chemistry, understanding its role as beneficial to society. However, they show a heavily negative attitude towards Chemistry when disregarding it as a possible career choice. From that, it is evident that, even though it holds social relevance, the students ignore and reject Chemistry's important aspects and its multiple applications in their professional choices.
8
Hassan, Mehboob Ul, and Ammara Murtaza. "SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS LEARNING CHEMISTRY: COMPARISON BY GENDER, AGE AND EDUCATIONAL STREAM." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 1 (July 15, 2020): 7–23. http://dx.doi.org/10.48127/gu-nse/20.17.07.
Full textAbstract:
There is a dilemma among secondary school students’ attitudes towards learning chemistry in public sector educational institutions. Chemistry is considered as complicated and painstaking subject for students. Research was conducted to explore students’ attitudes towards learning chemistry of public sector secondary school students of district Lahore. Researchers used quantitative research approach based on positivist paradigm through conducting survey. Sample consisted of randomly selected enrolled 700 secondary school students: 350 male and 350 female. Questionnaire was administered to measure students’ attitudes based on 5-point Likert type options. Content validity of the instrument was confirmed from three expert opinions, and reliability was measured by calculating Cronbach’s Alpha Scores .841. Normality of the data was confirmed by calculating Shapiro-Wilk’s test, p > .05, n < 2000. Data were analyzed in SPSS by calculating independent sample t-tests and one-way ANOVA. Findings revealed significant difference between students’ attitudes towards learning chemistry by gender and no significant difference was found between science and computer science streams. Findings further revealed that students having 14-15 years of age have more attitudes towards learning chemistry as compared to students having 15-16 and 16-17 years of age. It is recommended that female secondary school teachers need to organize classroom activities to arouse female students’ interest towards learning chemistry. Teachers during delivering lectures need to concentrate on students’ cognitive level and age group. They feel themselves as teenagers because 10th grade students have less understanding regarding chemistry. Heads of the institutions should check teachers’ and students’ classroom activities as well. Keywords: educational stream, learning chemistry, secondary level, students’ attitudes.
9
Štrkalj, Goran, Kehui Luo, and Curtis Thor Rigney. "Attitudes of Australian Chiropractic Students towards Anatomy and Chemistry." Anthropologist 18, no. 1 (July 2014): 191–98. http://dx.doi.org/10.1080/09720073.2014.11891535.
Full text
10
Amponsah, Kwaku Darko, Godwin Kwame Aboagye, Elliot Kossi Kumassah, and Alfred Mensah. "Physical Science Students’ Perceptions of Their Chemistry Classroom Environment and the Students’ Resultant Attitudes towards Chemistry." Journal of Studies in Education 8, no. 3 (June 26, 2018): 17. http://dx.doi.org/10.5296/jse.v8i3.13289.
Full textAbstract:
This paper investigates physical sciences students’ perceptions of classroom environment and their attitude towards chemistry in South African High Schools’ in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The present paper reports on the research findings on associations between the type of school attended by students and their perception of their chemistry classroom environment and their attitude towards chemistry, as measured with a standardised test. A sample of 210 12th grade physical sciences students from the ten public schools in the circuit was conveniently selected to complete a survey on Chemistry Classroom Environment Questionnaire (CCEQ) and Attitude Towards Chemistry Questionnaire (ATCQ). One-way multivariate analysis of variance (MANOVA) and a follow-up between-group analysis of variance (ANOVA) was conducted and showed that students in high achieving schools (HAS) had a high perception of their CCEQ inventory, which was influenced by all the five sub-scales. Mean scores and independent samples t-tests showed that students in both school types had a positive attitude towards chemistry. Spearman’s Correlation revealed that there was no relationship between physical sciences students’ perception of their classroom environment and their attitude towards chemistry in both types of schools. The study discusses these findings and compares them to prior learning environment studies.
Dissertations / Theses on the topic "Attitudes towards chemistry"
1
Gillbert, Catherine. "Female-friendly chemistry : an experiment to change the attitudes of female cégep students towards applied chemistry." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28758.
Full textAbstract:
This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.
2
Morabe, Olebogeng Nicodimus. "The impact of the SEDIBA project on the attitude of participating educators towards chemistry and chemistry teaching / Olebogeng Nicodimus Morabe." Thesis, North-West University, 2004. http://hdl.handle.net/10394/427.
Full textAbstract:
Physical science is not a popular subject at school. This negative tendency can be
observed in both educators and learners. One of the main causes of this lack of
popularity is embedded in the attitude towards chemistry and chemistry teaching.
This negative attitude can be attributed to the following factors:
Lack of teaching aids
Visualisation
Perception of science
Single approach to science teaching
Scientific concept knowledge
Environmental influences.
Most of these factors can be addressed by changing the attitude towards
chemistry and approach to chemistry teaching of the educators. This study was
aimed at probing into science educators' attitude towards chemistry and
chemistry teaching. The empirical survey was conducted amongst a group of
37 science educators registered for an Advanced Certificate in Science (ACE)
in the SEDIBA Project at the North West University, Potchefstroom Campus.
The investigation was done by means of a pre-test and a post-test. The results
of both the pre-test and post-test were used to analyse the educators' attitude
towards chemistry and chemistry teaching. Some of the factors influencing the
attitude of educators towards teaching science that were investigated were:
Use of teaching aids
Application of different approaches to science teaching
Attitude towards science
Results indicated that the above mentioned factors resulted in educators
having a negative attitude towards chemistry and chemistry teaching prior to
exposure to the SEDIBA project. The impact of the SEDIBA project was
measured over a period of three months. Although there was not a big
significant improvement over this short space of time on the attitude of
participating educators, results based on other criteria showed that intervention
by instruction over time resulted in the in case of positive attitudes towards
chemistry and chemistry teaching. This study indicates that a well-designed
teacher program can change the attitude of education towards scienceThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
3
Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.
4
Celebi, Ozgur. "Effect Of Conceptual Change Oriented Instruction On Removing Misconceptions About Phase Changes." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf.
Full textAbstract:
In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students&rsquounderstanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo
attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atatü
rk Anatolian Lycee in 2003-2004 educational year&rsquo
s first semester took part. The classes were randomly assigned as control and experimental groups. The experimental group was instructed by conceptual change oriented method with conceptual change texts supported by demonstration, whereas the control group was instructed by traditionally designed method over a period of three weeks. Both groups were administered to Phases and Phase Changes Achievement Test as pretest and posttest in order to assess students&rsquo
understanding of phases and phase changes concepts. Additionally, Science Process Skills Test was given before the treatment to measure students&rsquo
science process skills and Attitude Scale toward Chemistry as a School Subject was given after the treatment to determine their attitudes. The hypotheses were tested using analysis of covariance (ANCOVA), paired samples t-test, and analysis of variance (ANOVA). Results of this study indicated that conceptual change oriented instruction caused a significantly better understanding of phases and phase changes concepts
that males had fewer alternative conceptions than females on phases and phase changes
and that science process skills were strong predictors of understanding in phases and phase changes concepts. On the other hand, no significant difference between conceptual change oriented instruction and traditionally designed chemistry instruction
and no effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were found.
5
Yalcinkaya, Eylem. "Effect Of Case Based Learning On 10th Grade Students." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611523/index.pdf.
Full textAbstract:
The main purpose of the present study was to investigate the effect of case-based instruction based on conceptual change conditions to overcome 10th grade students&rsquomisconceptions related to gas concepts. Moreover, the effect of this method on students&rsquo
attitudes toward chemistry and their perceived motivation was explored. The study was carried out during the 2008-2009 academic year at both a state high school and an Anatolian high school. A total of 128 tenth grade students were the participants of the study. One of the classes of the same chemistry teacher was randomly assigned as experimental group and one of them was control group in each school. Students in experimental groups were instructed by case-based learning based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. Gas Concept Test, Attitude toward Chemistry and Motivated Strategies for Learning Questionnaire were administered to both groups of students as pretest and posttest to determine the students&rsquo
misconceptions and their understanding of gas concepts, their attitude toward chemistry and perceived motivation. Two two-way ANOVA based on gain scores were used to assess the effect of case-based learning on students&rsquo
understanding of gas concepts and attitudes toward chemistry. In addition, the effect of case-based learning on students&rsquo
perceived motivation was investigated by MANOVA based on gain scores. The results revealed that case-based learning was an effective method for overcoming students&rsquo
misconceptions about the gas concepts and promoting their attitudes and motivation towards chemistry in Anatolian high school.
6
Uzuntiryaki, Esen. "Effectiveness Of Constructivist Approach On Students&." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/692046/index.pdf.
Full textAbstract:
The main purpose of this study was to compare the effectiveness of instruction based on constructivist approach over traditionally designed chemistry instruction on ninth grade students�
understanding of chemical bonding concepts. In addition, the effect of instruction on students&
#65533
attitude toward chemistry as a school subject and the effect of gender difference on understanding of chemical bonding concepts were investigated. Forty-two ninth grade students from two classes of a chemistry course taught by the same teacher in METU Development Foundation Private School 2000-2001 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Chemical Bonding Concept Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to chemical bonding. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on constructivist approach caused a significantly better acquisition of scientific conceptions related to chemical bonding and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to chemical bonding. On the other hand, no significant effect of gender difference on understanding the concepts about chemical bonding and students&
#65533
attitudes toward chemistry as a school subject was found.
7
Balci, Ceyda. "Conceptual Change Text Oriented Instruction To Facilitate Conceptual Change In Rate Of Reaction Concepts." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607815/index.pdf.
Full textAbstract:
The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquomisconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in Ç
anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo
science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo
misconceptions about rate of reaction concepts.
8
Aydemir, Nurdane. "Effectiveness Of 5e Learning Cycle Model On High School Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614340/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquounderstanding of solubility equilibrium concept, students&rsquo
perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo
understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo
attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.
9
Azizoglu, Nursen. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students&rsquounderstanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonstrations (CCID). Gases Concept Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of gases concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. Learning Style Inventory was also given to all students to determine their learning styles. After treatment, interviews were conducted with the teacher and several students from the two groups. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to gases than TI. There was no significant effect of the treatment on the students&rsquo
attitudes toward chemistry. No significant effect of gender difference on students&rsquo
understanding the concepts about gases and students&rsquo
attitudes toward chemistry was found. Science process skill was determined as a strong predictor in understanding the concepts related to gases.
10
Ipek, Inciser. "Implementation Of Conceptual Change Oriented Instruction Using Hands On Activities On Tenth Grade Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608162/index.pdf.
Full textAbstract:
The purpose of this study was to compare the effectiveness of the conceptual
change oriented instruction using hands-on activities and traditionally designed
chemistry instruction on 10th grade students&rsquounderstanding of gases concept. Also, the effect of instruction on students&rsquo
attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were instructed by the conceptual change oriented instruction accompanied with hands-on activities. Gases concept test and Attitude Scale Toward Chemistry were administered to both groups as a pre-test and post-test to assess the students&rsquo
understanding of gases concepts and to determine their attitudes toward chemistry, respectively. Science Process Skills Test was given only at the beginning of the instruction to determine students&rsquo
science process skills. v The hypotheses were tested by using multivariate analysis of variance (MANOVA). The post-test results showed that conceptual change oriented instruction using hands-on activities caused a significantly better acquisition of scientific conceptions related to gases concept. But it was found that treatment has no significant effect on students&rsquo
attitudes toward chemistry as a school subject.
Books on the topic "Attitudes towards chemistry"
1
Sahni, Ruchi Ram. An Indian Official’s Trials and Struggles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474004.003.0005.
Full textAbstract:
In this brief chapter Ruchi Ram Sahni describes his first job after Government College, Lahore, as Assistant Meteorological Reporter to the Government of India, based first in Calcutta where he was trained, and then in Simla. In Calcutta he attended lectures in Chemistry at the Presidency College in order to work towards an MA degree, and made the acquaintance of men such as Ashutosh Mookerjee, who were later to become prominent figures in Bengal. The chapter follows him to Simla, where he worked under the supervision of Mr H.E. Blanford. Sahni records a great regard for the Englishman’s kindness, contrasting it with the general hierarchical attitude of other Englishmen towards Indians. It is these attitudes that create the ‘trials and struggles’ for Indian officials such as Sahni.
2
Banya, Santonino K. Study of Factors Affecting Attitudes of Young Female Students Toward Chemistry at the High School Level. Dissertation.com, 2005.
Find full text
3
Yamin, Sulaiman Bin. Frequency of testing and its effects on achievement, test anxiety and attitudes toward science of students at University Technology of Malaysia. 1988.
Find full textBook chapters on the topic "Attitudes towards chemistry"
1
Springub, Annika, Luzie Semmler, Shingo Uchinokura, and Verena Pietzner. "Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class." In Cognitive and Affective Aspects in Science Education Research, 41–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58685-4_4.
Full text
2
Reyes, Ronaldo C. "Academic Performance and Attitude Toward Computer-Aided Instruction in Chemistry." In Chemistry Education and Sustainability in the Global Age, 257–65. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_22.
Full text
3
Kamon, Takuya, and Hiroki Fujii. "Practice and Effect of Lessons on Inquiry Activities in Senior High School Chemistry: Focusing on Students’ Attitudes Toward Chemistry." In Science Education in East Asia, 355–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16390-1_14.
Full text
4
Salami, T. O., and E. O. Omiteru. "E-Textbooks and the Digital Natives: A Study of First-Year Chemistry Students’ Attitudes toward E-Textbooks." In The Promise of Chemical Education: Addressing our Students’ Needs, 45–59. Washington, DC: American Chemical Society, 2015. http://dx.doi.org/10.1021/bk-2015-1193.ch004.
Full text
5
Brown, Jeannette E. "Next Steps." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0011.
Full textAbstract:
This book relates the stories of some amazing women who are currently working as chemists or are recently retired. These women, as I have said before, are hiding in plain sight. Perhaps the first or the only woman of color to work in a particular lab or university, they all managed to succeed in spite of any obstacles they faced. This chapter presents some ideas as to what you can do in order to succeed if you, your child, grandchild, or students might be interested in a STEM career, especially in chemistry. I highly recommend reading Dr. Sandra L. Hanson’s book, Swimming against the Tide: African American Girls and Science Education. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of her conclusions is that these young girls need to see or read about role model, an African American woman chemist. Swimming against the Tide was written before the explosion of the World Wide Web and web-based materials, so this conclusion may no longer hold. For example, information about most of the women in this book is available on the web; some of them have given talks that are also on the web. Many of the women whose stories are told here work to mentor young minority students. These web based materials can be accessed by the students and teachers. The primary organization that focuses on careers in chemistry is the ACS. What is chemistry? It is a branch of science that provides opportunities for a variety of careers, not just working in a research laboratory making new chemicals. According to the ACS, “In simplest terms, chemistry is the science of matter, for example anything that can be touched, tasted, smelled, seen or felt is made of chemicals.” The ACS website has information on chemistry careers, including videos of the different jobs that chemists do, and information on various technical disciplines, as well as profiles of many chemists, including one whose life story is in this book.
6
Marouli, Christina, Paraskevi Papadopoulou, and Anastasia Misseyanni. "Current Environmental Health Challenges." In Handbook of Research on Emerging Developments and Environmental Impacts of Ecological Chemistry, 38–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1241-8.ch002.
Full textAbstract:
This is part two of two overview chapters of the most important contemporary environmental health challenges. This second chapter discusses environmental health as a socio-political and ethical issue. It argues that effectively moving towards healthier and sustainable societies requires not only sound scientific knowledge but also policies, medical practices, healthcare systems, and health-related attitudes and behaviors that are informed by a deep socio-political understanding and that reflect a new integrated approach to environment and health. The need for contemporary technological societies to develop mechanisms like education, environmental and health governance, and public accountability for environmental health equity and justice is highlighted. The chapter concludes by proposing a multidimensional framework, based on both natural and social sciences, for the transition to healthy and sustainable societies and for improving the welfare of all people, as well as future research directions for environmental health sciences.
7
Brown, Jeannette. "Next Steps." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0013.
Full textAbstract:
This book covers the stories of African American women chemists who entered the field before the civil rights era or shortly thereafter. The women in this book were swimming against the tide. They chose to enter a career in which they were among the first persons of their gender and race. There are many young American women currently active in the profession of chemistry. Young girls are still interested in becoming scientists; however, they still have to fight to make sure they receive a good education in science. This need for good education is discussed in a book titled, Swimming against the Tide: African American Girls and Science Education, by Dr. Sandra L Hanson. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of Dr. Hanson’s conclusions is that these young girls had never seen a role model, African American women chemists, either in books or in person. She also discovered that the young women were still interested in science, even though they received little encouragement from their teachers. Dr. Hanson found that the parents of the girls encouraged their interest in science, with mothers being their biggest cheerleaders. Dr. Hanson would like to see more science teachers encourage young African American girls to study science. One of the women in this book, Allene Johnson, served as a high school chemistry teacher and made a career both of mentoring science teachers and of encouraging African Americans, both male and female, to enter careers in chemistry. Most of the other women in this book also have mentored women who wanted to become chemists either in academia or in industry. What resources are available to young people if they are interested in chemistry as a career? There are many organizations that are focused on careers in chemistry. The major one is the American Chemical Society (ACS). However, one should first consider this question: What is chemistry? Chemistry is a varied profession.
8
Kupatadze, Ketevan. "Ecological Chemistry Through Popular Scientific Articles." In Handbook of Research on Emerging Developments and Environmental Impacts of Ecological Chemistry, 531–42. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1241-8.ch025.
Full textAbstract:
Popularization of ecological chemistry is the aim of scientific-popular articles, which are published in the online journal for teachers. The articles of this type ecological chemistry are linked with literature and history. Due to this linkage, this module turns into an easily comprehensible one and it becomes fun. In all articles, there is also included very useful and interesting information pertaining to ecological chemistry. The titles of such articles must be underlined because they should not only show the common meaning of article, but they should also attract readers. The utmost interest is generated by the historical papers where chemical issues are connected with history. The period of alchemy is more popular and that's why the alchemical stories are described in the articles. The outcome of the pedagogical experiment has made it clear that such a method of teaching of ecological chemistry with scientific popular articles affects positively school student motivation and changes their attitude towards environmental pollution.
9
Adekunle, Salako E. "Student Attitude in Mathematics and Science-Related Courses for Digitally Based Society." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution, 80–98. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch004.
Full textAbstract:
One of the principal objectives of teaching and learning mathematics, science, and technology (MST) is to produce a digitally-based society, and students are pillars to achieve this fundamental objective in this information age. The study investigated students' attitude in MST education for digitally-based society in the South-West region, Nigeria. A sample of 1,080 from the population of 2,700 was used from six private and six public tertiary institutions in the six states that made up the region. A questionnaire with a reliability coefficient of 0.813 was used to gather research data for analysis. Findings revealed that the students in the South-West geopolitical region had a poor attitude in mathematics, chemistry, physics, and computer science, and there was a poor academic performance in MST education. There was a significant difference between public and private tertiary institutions students' attitude towards MST-related courses. Recommendations on periodical workshops and training of teachers on the innovativeness in the teaching of science-based subjects were made.
10
Emsley, John. "Material progress and immaterial observations: An exhibition of molecules that make life a little easier." In Molecules at an Exhibition. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780198502661.003.0009.
Full textAbstract:
You may think of polymers as entirely manufactured and therefore unnatural, but they are often the chemists’ attempts to supplement and improve on the biological polymers that nature produces. Cotton, ivory, leather, linen, paper, rubber, silk, wood and wool are wonderful materials made from the biological polymers that plants and animals produce, and which have evolved to serve such useful ends as providing protective outer layers, insulation, reinforcement, weaponry and so on. Humans learned that with a little modification they could turn these polymers into quite useful articles, such as briefs and briefcases, condoms and tea cosies, tickets and toothpicks. Sometimes we want polymers with features that never evolved in nature, such as non-cracking insulation for electric cable, clothes that can be unpacked after a long voyage and still be without creases, or pans in which to fry eggs without them sticking. For these polymers we have had to look to chemists. Most of the portraits in this Gallery are of these kinds of polymers—materials that do not have natural equivalents. Polymers are rather special kinds of molecules consisting of long chains, usually made up of carbon atoms, to which other atoms, such as hydrogen, fluorine and chlorine, are attached. The older name for polymers is plastics, and you probably know several of them by name— polythene, polystyrene, Teflon, Orion—but these are only a few of the many that now play an important role in our lives. Whatever role polymers play, they cause many of us to adopt quite strong attitudes towards them. A few of us admire them, many of us ignore them, but a growing number despise them and a few abhor them and will avoid them at all costs. To a chemist, this opposition to polymers seems rather strange. By the time you come to the end of this exhibition I hope that visitors with strong views will have seen enough to persuade them to change their mind. Attitudes towards plastics have changed over the past half-century. In the 19305, when cellophane, PVC, polystyrene, Perspex and nylon were launched, plastics were welcomed.
Conference papers on the topic "Attitudes towards chemistry"
1
Arniezca, Elginda Yusa, and Jaslin Ikhsan. "Students’ Attitudes Towards Chemistry: On the Gender and Grades Perspective." In 6th International Seminar on Science Education (ISSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.044.
Full text
2
Najid, Annisah Aynun, Yuli Rahmawati, and Yusmaniar. "Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT)." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041989.
Full text
3
Milama, Burhanudin, Mohammad Ali, and Rusman Rusman. "Perceptions, Attitudes and Lifestyles of Chemistry Teacher Candidates towards Education for Sustainable Development." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.59.
Full text
4
Nababan, Kartyka, Budi Hastuti, and Nurma Yunita Indriyanti. "Blended learning in high school chemistry to enhance students’ metacognitive skills and attitudes towards chemistry: A need analysis." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139800.
Full text
5
Habiddin, Yahmin, Rini Retnosari, Muarifin, Anne Nailul Aziz, Isnatul Husniah, and Lathiful Anwar. "Chemistry students’ attitude towards chemistry." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000496.
Full text
6
Ni’mah, Fatchiyatun, Suhadi Ibnu, and Sri Rahayu. "How guided inquiry and coupled inquiry influence students attitude toward chemistry in buffer solution and solubility topics." In THE 3RD INTERNATIONAL SEMINAR ON CHEMISTRY: Green Chemistry and its Role for Sustainability. Author(s), 2018. http://dx.doi.org/10.1063/1.5082442.
Full textReports on the topic "Attitudes towards chemistry"
1
Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.
Full textAbstract:
20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.