Evaluating Student Attitudes toward Chemistry Lessons to Enhance Teaching in the Secondary School

Cheung, Derek

doi:10.1016/s0187-893x(18)30123-x

Cited by 40 publications

(39 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies confirm that there is correlation between attitudes and academic performance (Cheung, 2011;Linn, 1992;Neathery, 1997;Osborne & Collins, 2000;Otor & Achor, 2013). Various researches have investigated students' attitude towards learning science and their science achievement (Freedman, 1997;Salta & State of the literature • A positive attitude towards learning chemistry will contribute towards the high achievement in the subject.…”

Section: Introductionmentioning

confidence: 85%

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

Chua

Karpudewan

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This quantitative study reports the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this purpose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old. The ATCLS consists of four different subscales: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry and behavioral tendencies to learn chemistry. Data obtained from the ATCLS survey was analyzed using two-way MANOVA to identify the effects of gender and grade level on students' attitude towards learning chemistry. The findings show that gender and grade level have a significant effect on attitude towards learning chemistry. Gender and grade level also have a significant interaction effect (Wilks' lambda = 0.933, F (15, 1198) = 2.032, p < 0.05) on secondary school students' attitudes towards chemistry.

show abstract

Section: Introductionmentioning

confidence: 85%

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

Chua

Karpudewan

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…A study conducted by Levy Nahum et al (2007) asserted that systemic and proper teaching approach that developed in the study have significantly increased students' understanding in the chemical bonding as compared to the traditional pedagogical approach. Cheung (2011) asserted that teaching approach has a great influence towards students' understanding of chemistry concepts. Cheung highlighted that teacher should encourage students to think critically, ask different questions and provide opportunities for students to become active learners with more student-centred instruction.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Chua

Karpudewan

2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study reports the effectiveness of nanoscience activities in enhancing secondary school students' understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students' understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and openended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students' understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups' mean scores (F (1,160) = 167.82, p < 0.05 ηp 2 = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students' understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.

show abstract

“…Por ello, puede decirse que el profesorado de secundaria tiene que ser consciente de sus propias emociones y las posibles repercusiones que pueden tener los propios alumnos. Así como, de las emociones que promueven su metodología de enseñanza, con el fin de reflexionar y planificar el proceso de enseñanza/aprendizaje de forma que resulte más eficaz (Cheung, 2011), considerando el aspecto emocional en la interacción educativa.…”

Section: Conclusionesunclassified

Las emociones y sus causas en el aprendizaje de Física y Química, en el alumnado de Educación Secundaria

Dávila-Acedo¹

2017

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

[Recibido en enero de 2017, aceptado en mayo de 2017] En el desarrollo personal del individuo intervienen factores tanto cognitivos como afectivos. De ahí la importancia del estudio del dominio afectivo en la enseñanza de las ciencias, ya que las emociones condiciona nuestro proceso de aprendizaje. En este trabajo se pretende conocer y analizar las emociones que experimentan los alumnos de Educación Secundaria Obligatoria (ESO) en el aprendizaje de Física y Química, y sus posibles causas relacionadas con los contenidos y aspectos relacionados con el profesor, tales como la metodología, la evaluación y su actitud. Los contenidos analizados en este estudio son los átomos y las moléculas, determinación de densidades, separación de los elementos de una mezcla, los estados de la materia, sustancias puras y mezclas, y elementos y compuestos. Para llevar a cabo esta investigación se ha utilizado una metodología descriptiva por encuesta. La muestra está constituida por 202 alumnos de ESO, distribuidos en tres cursos: 2º, 3º y 4º de ESO, de dos centros de la provincia de Badajoz, durante el curso escolar 2013-2014. Los resultados de este estudio muestran que los alumnos experimentan mayoritariamente emociones positivas en aspectos relacionados con el profesor tales como la metodología y su actitud. En relación a los contenidos, los alumnos experimentan mayoritariamente emociones negativas como aburrimiento.Palabras clave: Emociones; Educación Secundaria; alumnos, contenidos; causas; Física y Química. The emotions and their causes in the learning of Physics and Chemistry, in the students of Secondary EducationThe aim of this research is to know and analyze the emotions experienced by students of Compulsory Secondary Education (ESO) in the learning of scientific contents about Physics and Chemistry, and their possible causes related about the contents and aspects related with the teacher such as the methodology, evaluation and attitude. All the contents analysed in this research are atoms and molecules, calculation of density, separation of elements of a mixture, the states of matter, pure substances and mixtures, elements and compounds. A descriptive methodology by survey was used for performing this research. The simple consisted of 202 students of Second, Third and Fourth level of ESO in a publics schools at Badajoz, during the scholar year 2013-2014. The results showed that the students of Compulsory Secondary Education experienced mainly positives emotions on aspects related with the teacher such as the methodology and its attitude. As regards the contents, the students experienced mainly negative emotions as boredom. IntroducciónEstudios recientes han señalado que tanto los aspectos cognitivos como los afectivos influyen en el proceso de enseñanza/aprendizaje (Hargreaves, 2003;Gardner, 1995;Punset, 2010;Ritchie et al., 2011), pues el mundo subjetivo y emocional que desarrolla cada persona sobre la realidad exterior da sentido a las relaciones y permite comprender el lugar propio que se ocupa en el mundo. Además, ...

show abstract

Evaluating Student Attitudes toward Chemistry Lessons to Enhance Teaching in the Secondary School

Cited by 40 publications

References 10 publications

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

The Interaction Effects of Gender and Grade Level on Secondary School Students’ Attitude towards Learning Chemistry

Integrating Nanoscience Activities in Enhancing Malaysian Secondary School Students’ Understanding of Chemistry Concepts

Las emociones y sus causas en el aprendizaje de Física y Química, en el alumnado de Educación Secundaria

Contact Info

Product

Resources

About