Affective Dimensions in Chemistry Education by Murat Kahveci, MaryKay Orgill PDF

Science For Kids

By Murat Kahveci, MaryKay Orgill

ISBN-10: 3662450844

ISBN-13: 9783662450840

ISBN-10: 3662450852

ISBN-13: 9783662450857

This is a special source for these wishing to deal with the affective area as they examine and clear up difficulties in chemistry schooling. Contributions by way of world-leading specialists disguise either primary issues and useful case stories. This paintings fills a spot within the literature of chemistry schooling, which thus far has focussed in most cases at the cognitive area. The affective area refers to feelings-based constructs akin to attitudes, values, ideals, evaluations, feelings, pursuits, motivation, and a level of recognition or rejection. it may possibly have an effect on scholars’ curiosity in technology issues and their motivation to persevere in studying technology concepts.

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In M. Csikszentmihalyi & I. S. ), Optimal experience: Psychological studies of flow in consciousness (pp. 319–326). Cambridge: Cambridge University Press. Osborne, R. , & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489–508. Osborne, R. , & Wittrock, M. C. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12, 59–87. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme.

The attitude can be positive or negative. Evaluating the Affective Dimension in Chemistry Education 2. 3. 4. 5. 6. 37 The measurement results of students’ attitude can be used, for example, to decide an appropriate teaching strategy (Oliver-Hoyo & Allen, 2005). An interest instrument is intended to get information about, for example, students’ interest toward hands-on chemistry activities. The interest can be positive or negative. The information on students’ interest can be used for designing a chemistry lesson (Palmer, 2009).

And] may provide also some evidence about whether the questions on the instrument provide good and consistent measures. • Are reviews available for the instrument? [. ] If reviews exist, it means that other researchers have taken the instrument seriously and seek to document its worth. • Is there information about the reliability and validity scores from past uses of the instrument? • Does the procedure for recording data fit the research questions/hypotheses in your study? • Does the instrument contain accepted scales of measurement?

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Affective Dimensions in Chemistry Education by Murat Kahveci, MaryKay Orgill

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