Journal articles: '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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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

APA, Harvard, Vancouver, ISO, and other styles

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Graciano-Machuca, Omar, Erandi Enif Velarde-de la Cruz, Maria Guadalupe Ramirez-Dueñas, and Anabell Alvarado-Navarro. "University students’ knowledge and attitudes towards leprosy." Journal of Infection in Developing Countries 7, no. 09 (September 16, 2013): 658–64. http://dx.doi.org/10.3855/jidc.2626.

Full text

Abstract:

Introduction: Patients with leprosy may be affected psychologically and socially by the negative attitude of society toward leprosy, caused by widespread ignorance and prevailing stereotypes surrounding the disease. This study aimed to determine the knowledge and attitudes toward leprosy among students at the University of Guadalajara. Methodology: This descriptive cross-sectional study included 1,300 students over 18 years of age from various Thematic University Centres in Guadalajara. Students’ degree subjects included the health sciences, humanities, exact sciences (i.e., chemistry, physics), arts, biological-agricultural sciences, and administration. Students were randomly selected regardless of gender and all students were enrolled in either the first, second, or third year of their undergraduate studies. Results: Overall, students showed an intermediate level of knowledge of leprosy. Results showed that 67% correctly responded that leprosy is an infectious disease, 64% knew of the presence of skin lesions, and 60% knew that a microbe causes the disease. Furthermore, 45% correctly responded that leprosy is a disease associated with poverty and 40% responded that leprosy is disabling. Only 31% stated that leprosy is curable. Negative attitudes were evident regarding the question of employing a leprosy patient (57%) and having a leprosy patient as a spouse or partner (30%). Discussion: The results revealed that there is insufficient knowledge of and poor attitudes toward leprosy among students at the University of Guadalajara. It is necessary to improve current health education measures by using updated educational strategies to reduce the stigma of leprosy and the segregation of leprosy patients and their families.

APA, Harvard, Vancouver, ISO, and other styles

12

Erdem, Emine. "THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 62–70. http://dx.doi.org/10.33225/pec/15.63.62.

Full text

Abstract:

This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertepınar, Yılmaz, Altın & Şahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed. Key words: chemistry, self-efficacy, chemistry attitude, chemistry laboratory applications.

APA, Harvard, Vancouver, ISO, and other styles

13

Uğraş, Mustafa, Selçuk Aydemir, and Erol Asiltürk. "Analysis of pre-service science teachers’ level of associating their chemistry knowledge with daily life and the relationship between these levels and their attitudes towards teaching science." Journal of Human Sciences 14, no. 4 (December 26, 2017): 4539. http://dx.doi.org/10.14687/jhs.v14i4.5105.

Full text

Abstract:

The aim of this study is to determine science teacher candidates’ (PSTs) levels of associating their chemistry knowledge with daily life and to examine the relationship between these levels and their attitudes towards teaching science. The study is a descriptive study conducted through the survey method. This study was carried out with 30 PSTs in the part of science teacher education at the College of Education in their final semester. As the data collection tools, an open-ended questionnaire, which was developed by Kıyıcı and Aydoğdu (2011), was applied to determine the PSTs’ levels of associating their chemical knowledge with daily life. Also, the “Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya and Çakıroğlu (2002) was used to determine PSTs’ attitudes towards teaching science. The data obtained from the open-ended questionnaire analyzed based on the three categories that were used by Vazquez-Alanso and Manassero-Mas (1999). Findings obtained from the data showed that PSTs’ level of associating their chemistry knowledge with daily life was low. Results of the statistical analyses showed that there was a significant relations between level of associating their chemistry knowledge with daily and their attitudes towards teaching science.

APA, Harvard, Vancouver, ISO, and other styles

14

G. Mahdi, Jassem. "Student Attitudes towards Chemistry: an Examination of Choices and Preferences." American Journal of Educational Research 2, no. 6 (May 23, 2014): 351–56. http://dx.doi.org/10.12691/education-2-6-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Lee, Terence R. "Public attitudes towards chemical hazards." Science of The Total Environment 51 (May 1986): 125–47. http://dx.doi.org/10.1016/0048-9697(86)90296-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Babich, I. M., A. A. Baratova, and Z. K. Shomanova. "EXPLORING PRE-SERVICE CHEMISTRY TEACHERS’ ATTITUDES TOWARDS LEARNING A SUBJECT IN ENGLISH IN KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 265–71. http://dx.doi.org/10.51889/2020-2.1728-5496.44.

Full text

Abstract:

This quantitative and qualitative mixed study aims to provide a glimpse into pre-service Chemistry teachers' attitudes and perceptions concerning content and language integrated learning. Study employed 120 first, second-and third-year students of State Pedagogical University who study Chemistry in English (after Kazakh and Russian), which is their L3. The findings revealed that at the beginning of their academic path, students develop a more negative attitude towards learning the subject in English for several reasons, namely, the uncertainty of their roles, being content or a language teacher, lack of confidence in language and teaching methods employed. However, it was further revealed that by their 3rd year at university, students gain awareness of the importance of learning content through English. They believe that, despite the various challenges they face while studying the subject, better educational and employment opportunities become available for those subject teachers who deliver their lessons in English.

APA, Harvard, Vancouver, ISO, and other styles

17

Redhana, I. Wayan, I. Nyoman Suardana, I. Nyoman Selamat, and Luh Maharani Merta. "PENGARUH PRAKTIKUM KIMIA HIJAU PADA SIKAP SISWA TERHADAP KIMIA." EDUSAINS 12, no. 2 (December 5, 2020): 154–65. http://dx.doi.org/10.15408/es.v12i2.13156.

Full text

Abstract:

THE EFFECT OF GREEN CHEMISTRY LAB EXPERIMENTS ON STUDENTS' ATTITUDES TOWARDS CHEMISTRYAbstractThis study aimed to investigate the effect of green chemistry lab experiments and the traditional chemistry lab experiments on students’ attitudes towards chemistry. This type of study was a quasi-experiment with a non-equivalent pretest-posttest control group design. The population of this study was all the Class XI of Natural Sciences in SMA Negeri 4 Singaraja, totaling five classes. Samples were selected by a purposive sampling technique. Sciences of 2 and 5 was the control group taught by traditional chemistry lab experiments, while Class XI of Natural Sciences of 3 and 4 was the experimental group taught by green chemistry lab experiments. Students’ attitudes towards chemistry were measured by a questionnaire given to students before and after the chemistry lab experiments. The results of this study indicated that students’ attitudes toward chemistry were better in the green chemistry lab experiments with a mean score of 4.34 than in the traditional chemistry lab experiments with a mean score of 4.15. AbstrakPenelitian ini bertujuan menyelidiki pengaruh praktikum kimia hijau dan praktikum kimia tradisional pada sikap siswa terhadap kimia. Jenis penelitian adalah eksperimen kuasi dengan rancangan non-equivalent pretest-posttest control group. Populasi penelitian ini adalah seluruh siswa Kelas XI IPA di SMA Negeri 4 Singaraja yang berjumlah lima kelas. Sampel dipilih dengan teknik purpossive sampling. Kelas XI IPA 2 dan 5 sebagai kelompok kontrol yang diajar dengan praktikum kimia tradisional, sedangkan Kelas XI IPA 3 dan 4 sebagai kelompok eksperimen yang diajar dengan praktikum kimia hijau. Sikap siswa terhadap kimia diukur dengan inventori yang diberikan kepada siswa sebelum dan setelah kegiatan praktikum kimia. Hasil penelitian ini menunjukkan sikap siswa terhadap kimia lebih baik pada praktikum kimia hijau dengan skor rata-rata 4,34 dibandingkan dengan praktikum kimia tradisional skor rata-rata 4,15.

APA, Harvard, Vancouver, ISO, and other styles

18

Karolčík, Štefan, and Elena Čipková. "Attitudes among chemistry teachers towards increasing personal competencies in applying ICT." Chemistry-Didactics-Ecology-Metrology 22, no. 1-2 (December 1, 2017): 99–121. http://dx.doi.org/10.1515/cdem-2017-0006.

Full text

Abstract:

Abstract The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled “Modernisation of the Educational Process in Primary and Secondary Schools”. The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

APA, Harvard, Vancouver, ISO, and other styles

19

Ikkatai, Yuko, Azusa Minamizaki, Kei Kano, Atsushi Inoue, Euan McKay, and Hiromi M. Yokoyama. "Masculine public image of six scientific fields in Japan: physics, chemistry, mechanical engineering, information science, mathematics, and biology." Journal of Science Communication 19, no. 06 (November 2, 2020): A02. http://dx.doi.org/10.22323/2.19060202.

Full text

Abstract:

U.S. and other publics perceive STEM (science, technology, engineering, and mathematics) fields as masculine and scientist as a male occupation, but Japanese public perception remains unstudied. Using an online survey, we identified keywords associated with physics, chemistry, mechanical engineering, information science, biology, and mathematics. A second online survey showed that the Japanese public perceived both keywords and fields as masculine. This trend was stronger in individuals with less egalitarian attitudes towards gender roles. We suggest that attitude towards gender roles contributes to the masculine image of science in Japan.

APA, Harvard, Vancouver, ISO, and other styles

20

Çalık, Muammer, Neslihan Ültay, Ali Kolomuç, and Ayşe Aytar. "A cross-age study of science student teachers' chemistry attitudes." Chemistry Education Research and Practice 16, no. 2 (2015): 228–36. http://dx.doi.org/10.1039/c4rp00133h.

Full text

Abstract:

The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.

APA, Harvard, Vancouver, ISO, and other styles

21

Bayrak, Ramis, and Ahmet Gürses. "Teaching of the Subject of Solids Through Problem-Based Learning Approach." World Journal of Education 10, no. 3 (June 16, 2020): 47. http://dx.doi.org/10.5430/wje.v10n3p47.

Full text

Abstract:

The aim of the study is to investigate the attitudes of prospective science teachers towards the use of problem-based learning methods in the learning of concepts related to the subject of solids, and their opinions on its role in academic success, science process skills and the chemistry course. The study group consists of 83 prospective teachers studying in the science education undergraduate program. The experimental group and control group were determined by random sampling method. The problem-based learning method was used in the experimental group and the traditional approach was used in the control group. The experiment was carried out in a period of 5 weeks. As data collection tools; "Solid Concept Achievement Test", "Science Process Skill Test" and "The Attitude Scale toward Chemistry" were used. In the research, analysis of covariance (ANCOVA), independent t-test and statistical methods with descriptions were used. The results showed that problem-based learning is more effective than the traditional approach to understanding the concepts related to solids by prospective teachers. The differences in academic achievement between the experimental and control groups in this study were parallel with the other results reported in the literature. Also, in terms of prospective teachers' development of science process skills and attitudes towards chemistry, it was seen that there was a significant difference between the groups in favor of problem-based learning.

APA, Harvard, Vancouver, ISO, and other styles

22

Menis, Joseph. "Attitudes towards School, Chemistry and Science among Upper Secondary Chemistry Students in the United States." Research in Science & Technological Education 7, no. 2 (January 1989): 183–90. http://dx.doi.org/10.1080/0263514890070206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Hamnett, Hilary J., Amanda E. McKie, and Calum Morrison. "Postgraduate students' attitudes towards group work: experiences within a forensic chemistry programme." Chemistry Education Research and Practice 19, no. 4 (2018): 1240–52. http://dx.doi.org/10.1039/c8rp00126j.

Full text

Abstract:

The ability to work in a group is an important skill for graduates. Although the experiences of undergraduate students with group work have been extensively explored, there is much less information in the literature regarding postgraduate students and no information on those enrolled in science programmes. In this study, participants from a taught applied chemistry postgraduate MSc programme report their attitudes and experiences with group work. The usefulness of this approach and of scientific discourse for learning and teaching several key concepts is also explored. Participants in the study completed attitudinal questionnaires and group/individual multiple choice question (MCQ) tests. They reported a range of skills developed through working together, mixed preferences for groupvs.individual assignments, and comparison of the mean MCQ test scores between participants working individually and in groups demonstrated no statistically significant differences.

APA, Harvard, Vancouver, ISO, and other styles

24

Abdullah Alkathiri, Luluh, Alanoud Abdulaziz Alkulaib, Bashaer Saleh Batays, Khulud Mohammed Awdah, and Norah Rashed Bin Muwayni. "Students’ Perspectives toward Virtual Classes Effectiveness on EFL Learners’ Communication Skills at Prince Sattam Bin Abdulaziz University." Arab World English Journal 7, no. 1 (July 15, 2021): 165–77. http://dx.doi.org/10.24093/awej/call7.12.

Full text

Abstract:

The study explores students’ perspectives towards virtual classes and the impact of such classes on EFL learners’ communication skills. Such study is valuable due to the lack of research works that investigate EFL students’ attitudes towards the effectiveness of such classes. Also, the findings can substantially improve the Saudi virtual education. Regarding the questions of the study, it answers two main questions: What are EFL learners’ attitudes towards virtual classes? What is the impact of virtual classes on EFL learners’ communication skills from students’ perspectives? To achieve the objectives of this study, a questionnaire was administered to 50 EFL students of levels seven and eight in English Department at the College of Sciences and Humanities at Prince Sattam Bin Abdulaziz University. The findings indicated that students had positive attitudes toward virtual classrooms. Such classes could enhance their communication, and improve their technical and self-learning skills. Based on these results, some recommendations were suggested that could be taken into consideration in future studies. First, further studies should be done to investigate the impact of virtual classes on other science classes such as Chemistry and Medicine in the COVID- 19 period. Second, such study should be conducted with a different sample of students (male). Finally, the same research can be applied to faculty members to explore their attitudes toward virtual education and its effect on communication skills.

APA, Harvard, Vancouver, ISO, and other styles

25

Kanapathy, Suganty, Khai Ern Lee, Mazlin Mokhtar, Sharifah Zarina Syed Zakaria, Subarna Sivapalan, and Azizah Mohd Zahidi. "Sustainable chemistry teaching at the pre-university level." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 784–802. http://dx.doi.org/10.1108/ijshe-10-2018-0186.

Full text

Abstract:

Purpose This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia. Design/methodology/approach A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents. Findings In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module. Research limitations/implications The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities. Originality/value This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.

APA, Harvard, Vancouver, ISO, and other styles

26

Rusek, Martin, Vlastimil Chytrý, and Linda Honskusová. "THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS’ UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES." Journal of Baltic Science Education 18, no. 2 (April 15, 2019): 286–99. http://dx.doi.org/10.33225/jbse/19.18.286.

Full text

Abstract:

This research follows the previous study examining the effect of chemistry education on students’ perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics’ importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students’s conception of chemistry and its subject matter. Keywords: chemistry education, education effectiveness, interest in science, students’ attitudes.

APA, Harvard, Vancouver, ISO, and other styles

27

Lausin, Faridah. "The Effects of Using Particle Diagrams on AIMS Students' Conceptual Understanding of Stoichiometry." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1599–615. http://dx.doi.org/10.35974/isc.v7i1.1709.

Full text

Abstract:

The lack of conceptual understanding of Stoichiometry among high school students is a concern not only because it is a significant predictor of performance in college Chemistry but also because it reflects the need for instructional methods that teach students to use skills beyond mere rote memorization and algorithmic problem-solving. Studies have shown that a more visual pedagogical approach to teaching Stoichiometry could effectively advance student conceptual understanding of Stoichiometry. The purpose of this quantitative study was to investigate the effects of using a visual-based instructional strategy on the conceptual understanding of Stoichiometry among thirteen tenth-grade Chemistry students at AIMS, Saraburi, Thailand. The approach involved systematic and extensive use of particle diagrams in their learning of four selected concepts underlying stoichiometry. The study further examined the attitudes of the students towards the method. The study employed the one- group pre-test post-test design. A Conceptual Stoichiometry Test (CST) designed by Kimberly and Yezierski (2015) and an Attitude Towards the Use of Particle Diagrams (ATPD) questionnaire developed by the researcher with the help of chemistry experts were the instruments used to collect data. Data were analyzed using the paired-sample t-test. Key results indicate that the approach had a significant effect on the students’ conceptual understanding of stoichiometry and that they had a favorable attitude towards the use of the method. It is recommended that chemistry teachers should be proactive and innovative in adopting research-based teaching strategies that support conceptual understanding.

APA, Harvard, Vancouver, ISO, and other styles

28

HILBING, Claus, and Hans-Dieter BARKE. "AN IDEA OF SCIENCE: ATTITUDES TOWARDS CHEMISTRY AND CHEMICAL EDUCATION EXPRESSED BY ARTISTIC PAINTINGS." Chem. Educ. Res. Pract. 1, no. 3 (2000): 365–74. http://dx.doi.org/10.1039/b0rp90016h.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Muliani, Muliani, Khaeruman Khaeruman, and Citra Ayu Dewi. "Pengembangan Perangkat Pembelajaran Predict Observe Explain (POE) Berorientasi Green Chemistry Untuk Menumbuhkan Sikap Ilmiah Siswa Pada Materi Asam Basa." Hydrogen: Jurnal Kependidikan Kimia 7, no. 1 (July 4, 2019): 37. http://dx.doi.org/10.33394/hjkk.v7i1.1654.

Full text

Abstract:

One of the chemistry conceptsthat was considered difficult by students was acid-base concept. Acid-base conceptwas closely related to everyday life and includes three representations of chemical levels, namely: macroscopic level, microscopic level and symbolic level, so students experience difficulty in learning it. The development of a teaching material in the form of LKS was seen as a solution to this problem. This study aimed to develop teaching materials in the form of POE LKS oriented to green chemistry to foster students' scientific attitudes towards acid-base concepts. This studywas development research with ADDIE (Analysis, Design, Development, Implementation, and Evaluation)model design. Quantitative data from the results of feasibility validation and the results of assessment of scientific attitudes of students were analyzed by percentage formula and the results of student responses were calculated using N-gain. Qualitative data in the form of responses and suggestions for improvement from the validator. The validator's assessment of the results of the development obtained an average percentage of 83.2%, 84%, 81.6%, and 78.93%. While the responses of students were analyzed using the N-gain test obtained an average score of 0.4 with a moderate category and students' scientific attitude data obtained an average score of 61% with moderate qualifications. This showed that the LKS developed was very feasible to proceed to a broader stage and effectively improve students' scientific attitudes.

APA, Harvard, Vancouver, ISO, and other styles

30

Uzuni, Naim, Kurtuluş Atli, Cem Saraç, Necdet Sağlam, and Semran Sağlam. "The relationship between students’ ecocentric, anthropocentric and antipathic attitudes towards the environment and their academic achievement." International Journal of Innovative Research in Education 1, no. 2 (December 18, 2015): 61. http://dx.doi.org/10.18844/ijire.v0i0.124.

Full text

Abstract:

The purpose of the current study is to determine the relationship between secondary and high school students’ ecocentric, anthropocentric and antiphatic attitudes towards the environment and their academic achievement. The study was conducted with the participation of totally 854 students attending secondary and high schools in the city of Aksaray in the spring term of 2013-2014 school year. In the collection of the data, “Ecocentric, Anthropocentric and Antipathic Environmental Attitude Scale” developed by Thompson and Barton (1994) and adapted to Turkish by Erten (2007) was used. In the analysis of the data, one-way variance analysis and Pearson Correlation analysis were conducted. At the end of the study, a significant difference was found in the ecocentric attitude mean scores of the secondary school students in favor of the students having higher academic achievement (F=3.161; p<.05) and a significant difference was found in the antipathic attitude scores of the students in favor of those having lower academic achievement (F=14.700; p<.001). No significant difference based on the students’ academic achievement was found in the students’ anthropocentric attitude scores (F=.755; p>.05). The high school students’ ecocentric, anthropocentric and anthipatic attitude scores were found to be not significantly varying depending on their academic achievement (F=.749, .287 and 2.113; p>.05, respectively). On the other hand, a low and positive correlation was found between the secondary school students’ academic achievements in Science and Social Studies courses and their ecocentric attitude scores (r=.139, .144; p<.01, respectively) and a negative correlation was found with their achievements and antipathic attitude scores (r=-.242, -.284; p<.001, respectively). No significant correlation was found between their achievements in these courses and anthropocentric attitude scores. A low and positive correlation was found between the high school students’ ecocentric attitude scores and their academic achievement in Geography course (r=.126; p<.05). A low and negative correlation was found between the students’ antipathic attitude scores and their achievements in Biology course (r=-.237; p<.01), in Chemistry course (r=-.145; p<.05) and in Geography course (r=-.128; p<.05). No significant correlation was found between the students’ anthropocentric attitude scores and their achievements in these courses. No significant correlation was found between the students’ anthropocentric and antipathic environmental attitudes and their academic achievements in Physics and Health Knowledge courses. In light of the findings of the study, some suggestions were made.Keywords: ecocentric, anthropocentric and antipathetic attitude, environmental attitude, secondary school, high school, academic achievement

APA, Harvard, Vancouver, ISO, and other styles

31

Rusek, Martin, Dagmar Stárková, Vlastimil Chytrý, and Martin Bílek. "ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 510–23. http://dx.doi.org/10.33225/jbse/17.16.510.

Full text

Abstract:

This research is focused on secondary school chemistry teachers’ (N=276) and chemistry pre-service teachers’ (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers’ theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness – into types of innovation adopters. Analysis of the participants’ responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a “role model” position and trigger diffusion of innovations. Keywords: chemistry education, ICT, diffusion of innovations, teachers’ attitudes, pre-service teachers’ attitudes.

APA, Harvard, Vancouver, ISO, and other styles

32

Overton, Tina L., and Nicholas M. Potter. "Investigating students' success in solving and attitudes towards context-rich open-ended problems in chemistry." Chem. Educ. Res. Pract. 12, no. 3 (2011): 294–302. http://dx.doi.org/10.1039/c1rp90036f.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Sneddon, PH, and R. Douglas. "The attitudes towards, and experiences of, laboratory teaching in Year 1 chemistry and physics university courses." New Directions in the Teaching of Physical Sciences, no. 9 (February 12, 2016): 49–54. http://dx.doi.org/10.29311/ndtps.v0i9.499.

Full text

Abstract:

Our study compares the attitudes to their lab experience of students in two science subjects, Chemistry and Physics. We found this to be consistent across the disciplines. Laboratory learning is appreciated by students, as a means to develop knowledge and skills. Many of the benefits that students report are in line with the aims set out by the American Association of Physics Teachers (AAPT) for practical teaching. This suggests that laboratory teaching in both subjects is meeting its goals and providing a valuable contribution to the education of students.

APA, Harvard, Vancouver, ISO, and other styles

34

Williams, Dylan P., Terese Bird, and David L. Davies. "Multimedia resources for teaching chemistry." New Directions in the Teaching of Physical Sciences, no. 9 (February 12, 2016): 18–23. http://dx.doi.org/10.29311/ndtps.v0i9.482.

Full text

Abstract:

A series of short, focused multimedia resources was developed based on areas of the chemistry degree course with which students often have difficulty. The resources were generated by undergraduate project students using Microsoft PowerPoint and Adobe Connect. Incorporation of animations and other interactive elements was found to be difficult. Evaluation of student attitudes towards the resources revealed that they were appreciated by students and were particularly useful for distance learners and for examination revision. A number of improvements were suggested such as the inclusion of more in-depth content. The development of these types of resources can be carried out by final year undergraduate project students.

APA, Harvard, Vancouver, ISO, and other styles

35

Saeed, Shwan Faraj. "The effect of the field application upon the attitudes of the applying students of Garmian university towards the teaching career." Journal of University of Human Development 5, no. 4 (November 3, 2019): 60. http://dx.doi.org/10.21928/juhd.v5n4y2019.pp60-67.

Full text

Abstract:

This research aimed to identify the attitudes of students of the Faculty of Education after application , the University of Garmiyan, towards the teaching profession. The sample of the study consisted of (166) students from the fourth stage students (summer applied students) in the Faculty of Education. To achieve the objectives of the study, the researcher used a measure of the direction towards the teaching profession that consisted of (31) paragraphs and verified the reliability and stability of the tool, and the study reached the following results: Positive attitudes towards the teaching profession of the summer applied students as a result of field application in schools and expressed their answers that the field application will change their personality to the better levels. There are statistically significant differences between the average of the student's scores to measure the trend towards the teaching profession between the chemistry and mathematics departments and for the benefit of the chemistry department as well. At this point, there were no significant differences among the other departments. The researcher has come up with a number of suggestions and recommendations under the results of the research, which contribute to the improvement of various aspects of preparation for the employment of this professional teaching.

APA, Harvard, Vancouver, ISO, and other styles

36

González, LE, and P. da Silveira. "The people's attitudes towards global environmental phenomena: a case study." Climate Research 9 (1997): 95–100. http://dx.doi.org/10.3354/cr009095.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Ságvári, Bence, Attila Gulyás, and Júlia Koltai. "Attitudes towards Participation in a Passive Data Collection Experiment." Sensors 21, no. 18 (September 10, 2021): 6085. http://dx.doi.org/10.3390/s21186085.

Full text

Abstract:

In this paper, we present the results of an exploratory study conducted in Hungary using a factorial design-based online survey to explore the willingness to participate in a future research project based on active and passive data collection via smartphones. Recently, the improvement of smart devices has enabled the collection of behavioural data on a previously unimaginable scale. However, the willingness to share this data is a key issue for the social sciences and often proves to be the biggest obstacle to conducting research. In this paper we use vignettes to test different (hypothetical) study settings that involve sensor data collection but differ in the organizer of the research, the purpose of the study and the type of collected data, the duration of data sharing, the number of incentives and the ability to suspend and review the collection of data. Besides the demographic profile of respondents, we also include behavioural and attitudinal variables to the models. Our results show that the content and context of the data collection significantly changes people’s willingness to participate, however their basic demographic characteristics (apart from age) and general level of trust seem to have no significant effect. This study is a first step in a larger project that involves the development of a complex smartphone-based research tool for hybrid (active and passive) data collection. The results presented in this paper help improve our experimental design to encourage participation by minimizing data sharing concerns and maximizing user participation and motivation.

APA, Harvard, Vancouver, ISO, and other styles

38

Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam, Abdelwahid Al Djâbir Mohamad, Muhammad Omar Adam. "The psychological trends of male and female students of the Faculty of Education of Sebha University in N’djamena towards the members of the Faculty: الاتجاهات النفسية لطلبة وطالبات كلية التربية جامعة سبها بأنجمينا تشاد نحو أعضاء هيئة التدريس." مجلة العلوم التربوية و النفسية 5, no. 25 (July 28, 2021): 213–192. http://dx.doi.org/10.26389/ajsrp.d120121.

Full text

Abstract:

This study aimed to know the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards Faculty members. The research also reveals the differences in their psychological trends and their relationship to some variables, such as social variable (male or female) and major (mathematics, physics, chemistry, nature, education, psychology, philosophy and sociology, and education performance variable (first, second, third, fourth year). The study society reached up to 163 male and female students, which is 70% of the initial study society. The study society has is selected in an arbitrary and layered manner. The researchers used the descriptive approach to describe, analyze, and interpret the psychological trends of male and female students of the Faculty of Education in Ndjamena- Chad, University of SEBHA. The researcher designed a questionnaire in order to recognize the psychological trends of males and females towards Faculty members. The questionnaire is formulated in 20 parts, covered three areas, which is the level of contribution of a faculty member in guiding, orientation, teaching strategies, and extracurricular activities. The study reached a number of results, including, that the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad, the University of SEBHA towards faculty members are positive. Moreover, there are statistical differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members is positive following the gender variable (male and female) in favor of the female gender variable. The study reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- Chad; the University of SEBHA towards faculty members according to the variable of the scientific major (mathematics, physics, chemistry, sociology, psychology, nature) in favor of the scientific major sociology. The study also reveals that the statistically significant differences in the psychological attitudes of male and female students of the Faculty of Education in Ndjamena- chad; the University of SEBHA towards faculty members according to the variable academic level (first, second, third, and fourth-year) in favor of the third year. The researchers presented a number of recommendations such as the faculty administration should concentrate on developing the positive psychological attitudes of male and female students and continuously improve it through effective student guidance and orientation survives in the faculty. The administration should also work in assessing the psychological attitudes of male and female students towards faculty members, majors and services that the faculty introduce from time to time. Moreover, the administration should offer specialized training in the area of use of educational technology for faculty members in the faculty.

APA, Harvard, Vancouver, ISO, and other styles

39

Filho, Walter Leal, Amanda Lange Salvia, Alessandra Bonoli, Ulla A. Saari, Viktoria Voronova, Marija Klõga, Sonali Suraj Kumbhar, Katharina Olszewski, Daniela Müller De Quevedo, and Jelena Barbir. "An assessment of attitudes towards plastics and bioplastics in Europe." Science of The Total Environment 755 (February 2021): 142732. http://dx.doi.org/10.1016/j.scitotenv.2020.142732.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Kralova, Eva. "Motivation of Medical Students to Study Sciences." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 6, 2018): 103–8. http://dx.doi.org/10.18844/prosoc.v4i8.2983.

Full text

Abstract:

Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.

APA, Harvard, Vancouver, ISO, and other styles

41

Onen, Aysem Seda, and Fatma Merve Ulusoy. "The Effects of Academic Motivations of Secondary School Students on their Attitudes Towards the Chemistry Course." Procedia - Social and Behavioral Sciences 46 (2012): 5397–401. http://dx.doi.org/10.1016/j.sbspro.2012.06.446.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Sneddon, P. H., and R. Douglas. "The Attitudes Towards, and Experiences of, Laboratory Teaching in Year 1 Chemistry and Physics University Courses." New Directions 9, no. 1 (October 2013): 49–54. http://dx.doi.org/10.11120/ndir.2013.00013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Olakanmi, Eunice Eyitayo. "The Effects of a Flipped Classroom Model of Instruction on Students’ Performance and Attitudes Towards Chemistry." Journal of Science Education and Technology 26, no. 1 (October 13, 2016): 127–37. http://dx.doi.org/10.1007/s10956-016-9657-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Impellizzeri, Stefania, and Imogen R. Coe. "The complex chemistry of diversity and inclusion: a 30-year synthesis." Canadian Journal of Chemistry 99, no. 8 (August 2021): 653–60. http://dx.doi.org/10.1139/cjc-2021-0063.

Full text

Abstract:

Dr. Margaret-Ann Armour’s career as a research chemist, educator, and advocate spanned more than 40 years. Much of her work took place within a disciplinary culture ignorant of the scholarship supporting organizational change towards inclusive excellence. Her contributions are extensively covered in other articles in this special issue, and her achievements are all the more remarkable given that her colleague, Dr. Gordon Freeman, held gender-biased attitudes that he shared in a peer reviewed article in a national science journal. Three decades later, another Canadian chemist, Dr. Tomáš Hudlický, published a peer reviewed essay in an international chemistry journal that included his views on the negative impacts of diversity initiatives on organic synthesis research. Both articles were retracted, but clearly a faulty and pervasively biased peer review system enabled the distribution of prejudiced opinions that were neither informed by demonstrated expertise, nor supported by data. These two events are reflective of challenges that Dr. Armour faced in her efforts to diversify chemical sciences. We need to build on her critical work to increasing awareness about inclusive excellence in chemistry, as well as educating scientists on what constitutes an informed opinion. Here, we use Freeman and Hudlický incidents as case studies to indicate how pervasive bias can be superficially perceived as scientific scholarship. Furthermore, we use analogies of analytical processes to illustrate how talent gets systemically excluded. Finally, we provide recommendations to chemistry community members for improving outcomes in terms of synthesis of new knowledge, ideas, and solutions, toward leveraging all the available human talent and creating an environment that is both excellent and inclusive.

APA, Harvard, Vancouver, ISO, and other styles

45

Bartle, Emma K., Jan Dook, and Mauro Mocerino. "Attitudes of tertiary students towards a group project in a science unit." Chem. Educ. Res. Pract. 12, no. 3 (2011): 303–11. http://dx.doi.org/10.1039/c1rp90037d.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Frewer, L. J., A. Kole, S. M. A. Van de Kroon, and C. de Lauwere. "Consumer Attitudes Towards the Development of Animal-Friendly Husbandry Systems." Journal of Agricultural and Environmental Ethics 18, no. 4 (August 2005): 345–67. http://dx.doi.org/10.1007/s10806-005-1489-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Dunlop, Lynda, Lucy Atkinson, and Maria Turkenburg-van Diepen. "Perspectives on fracking from the sacrifice zone: young people's knowledge, beliefs and attitudes." Chemistry Education Research and Practice 21, no. 3 (2020): 714–29. http://dx.doi.org/10.1039/d0rp00022a.

Full text

Abstract:

Fracking is a controversial process that requires both chemical and political knowledge in order for young people to make informed decisions and hold industry and government to account. It does not appear in the English chemistry curriculum and little is known about young people's beliefs about fracking, nor of their attitudes towards it. In this study we focus on young people in schools or colleges within a 20 mile radius of the nearest urban area to a fracking site in England. An in-depth qualitative focus group study was used to investigate the knowledge, beliefs and attitudes of 84 young people aged 16–19 in 4 schools and colleges. Young people reported knowledge about the process of fracking and to a lesser extent its social, economic and environmental impacts and associated regulation. Formal education was an important, if limited, source of information that tended to be trusted by young people. Negative and ambivalent attitudes towards fracking dominated, with the use of economic, environmental and social frames used by young people to inform their responses to fracking. Support for fracking hinged mainly upon energy supply and energy sovereignty. Fracking was opposed because of detrimental environmental and economic impacts, the impacts of associated protests and because of the political handling of decisions about fracking. The exclusion of young people, and the population of the area more broadly, from participation in decision-making has led to young people's disaffection with political processes and cynicism about the relationship between government and industry. The case of fracking demonstrates the importance of creating space for attention to political processes in chemistry education, and for engaging with young people about energy interventions in their community.

APA, Harvard, Vancouver, ISO, and other styles

48

Varela, Justo Corti. "It’s (just) Chemistry, Stupid! Or Not?" European Journal of Risk Regulation 6, no. 3 (September 2015): 423–25. http://dx.doi.org/10.1017/s1867299x00004876.

Full text

Abstract:

This section aims to update readers on decisions related to marketing products of modern biotechnology (e.g., GMOs, animal clones) at EU level and on national measures concerning their production. Special attention is devoted to problems of competence between Member States and the EU in regulating biotechnology issues; the institutional dynamics of decision making regarding products derived frommodern biotechnology; the relationship between the EFSA and the EU institutions on green biotech-related issues; the evolution of EU regulatory framework and of national attitudes towards the risks and benefits of biotechnology derived products and their production. This section will also delve into the interaction between the EU legislation and WTO law regarding advances in the application of biotechnology within the agri–food value chain.

APA, Harvard, Vancouver, ISO, and other styles

49

Boz, Yezdan, Betul Ekiz-Kiran, and Elif Selcan Kutucu. "Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study." Chemistry Education Research and Practice 20, no. 3 (2019): 509–21. http://dx.doi.org/10.1039/c9rp00022d.

Full text

Abstract:

In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.

APA, Harvard, Vancouver, ISO, and other styles

50

Çalik, Muammer, and William W. Cobern. "A cross-cultural study of CKCM efficacy in an undergraduate chemistry classroom." Chemistry Education Research and Practice 18, no. 4 (2017): 691–709. http://dx.doi.org/10.1039/c7rp00016b.

Full text

Abstract:

The aim of this study was to cross-culturally investigate the instructional efficacy of the Common Knowledge Construction Model (CKCM) with college students learning about ‘factors affecting solubility’ focusing on students’ conceptual understanding, attitudes and scientific habits of mind. Even though the CKCM is a decade old, there has been little study of its effectiveness in different cultural contexts, which is unfortunate because having effective studies from different cultural contexts can increase the strength of generalization. In order to add to the cultural context variation in which the CKCM has been studied, the study reported in this paper investigated the effectiveness of a CKCM undergraduate chemistry unit taught in Turkey and the USA for pre-service teachers. The study was quasi-experimental with the CKCM and country as the independent variables; and conceptual understanding, scientific habits of mind and attitudes towards chemistry as the dependent variables. Data were collected using a pre/post-test administration of the Factors Affecting Solubility Test (FAST), the Scientific Habits of Mind (SHOM) survey, and the Chemistry Attitudes and Experiences Scale (CAES). The data were analyzed using an independent samples t-test, paired samples t-test, and ANCOVA. Statistically significant differences were found between contexts, generally favoring the Turkish pre-service teachers. This is an interesting result in that the findings of the study suggest that the CKCM may be more effective in its adapted setting than in its original (American) setting.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Attitudes towards chemistry'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles