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

By Murat Kahveci, MaryKay Orgill

This is a distinct source for these wishing to deal with the affective area as they study and clear up difficulties in chemistry schooling. Contributions by means of world-leading specialists disguise either primary issues and functional case stories. This paintings fills a niche within the literature of chemistry schooling, which thus far has focussed often at the cognitive area. The affective area refers to feelings-based constructs equivalent to attitudes, values, ideals, evaluations, feelings, pursuits, motivation, and a level of popularity or rejection. it may have an effect on scholars’ curiosity in technological know-how themes and their motivation to persevere in studying technology concepts.

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355–370). Oxford: Blackwell. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Watson, J. B. (1967). What is behaviourism? In J. A. , pp. 7–9). New York: McGraw-Hill Book Company. , & Pino-Pasternak, D. (2010). Metacognition, self-regulation and meta-knowing. In K. Littleton, C. Wood, & J. ), International handbook of psychology in education (pp. 673–711). Bingley, UK: Emerald. Wiltgen, B. , Brown, R. A. , Talton, L.

Forthcoming). Epistemic relevance and learning chemistry in an academic context: The place of chemistry education in supporting the development of scientific curiosity and intellect. In I. Eilks & A. ), Relevant chemistry education – from theory to practice. Rotterdam: Sense. Taber, K. , & Bricheno, P. A. (2009). Coordinating procedural and conceptual knowledge to make sense of word equations: Understanding the complexity of a ‘simple’ completion task at the learner’s resolution. International Journal of Science Education, 31(15), 2021–2055.

Another example of an instrument designed to measure students’ views on science–technology–society was reviewed by Osborne, Simon, and Collins (2003). The instrument was developed by Aikenhead & Ryan (1992) and is often seen as offering greater validity than others. It has been adapted most recently by Bennett (2001) to determine undergraduates’ views of chemistry and develop profiles of students who held positive and negative views of the chemistry subject. Evaluating the Affective Dimension in Chemistry Education 39 If an affective instrument is not available, a researcher/teacher can develop one.

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