Experience of Chemical Education in Russia: How to Attract the Young Generation to Chemistry under Conditions of "Chemophobia"

Berdonosov, S. S.; Кузьменко, Н.Е.; Kharisov, Boris I.

doi:10.1021/ed076p1086

Cited by 18 publications

(16 citation statements)

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“…The negative anxiety has considerable significance in learning and achievement situations. The psychological studies illustrate the significance of anxiety in both learning and performance situations (Berdonosov et al, 1999;Black & Deci, 2000;Eddy, 2000;Möller, 1996). Jerusalem and Pekrun (1999) showed that negative anxiety was frequently related to learning and performance situations.…”

Section: Discussionmentioning

confidence: 99%

Development and Evaluation of an Instrument Measuring Anxiety Toward Physics Laboratory Classes Among University Students

Kurbanoğlu

Takunyacı

2017

JBSE

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The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52% of the total variance. Cronbach’s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was 0.76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education. Keywords: physics education, physics laboratory anxiety, scale validity and reliability, university students.

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Section: Discussionmentioning

confidence: 99%

Development and Evaluation of an Instrument Measuring Anxiety Toward Physics Laboratory Classes Among University Students

Kurbanoğlu

Takunyacı

2017

JBSE

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“…For the purpose of determining the level of anxiety towards science and mathematics education a limited number of assessment tools have been developed (Alvaro, 1978;Bowen, 1999;Hermes, 1985;Mallow, 1994;Richardon & Suinn, 1972;Spielberger et al, 1970;Udo et al, 2001). Results of the studies, in which these assessment tools were used, revealed that there was anxiety among the students (Berdonosov et al, 1999;Black & Deci, 2000;Chiarelott & Czerniak, 1987;Eddy, 2000), and the relationship between the students' anxiety levels towards courses and attitudes affected the students' achievement. Mallow and Greenburg (1982) stated that "there was a science anxiety among students, whereas it was less understood and rarely addressed case".…”

Section: Development Of a Scale Tomentioning

confidence: 99%

Development of a Scale to Measure Organic Chemistry Anxiety Level of University Students

Kurbanoğlu

Akın

2015

JBSE

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University students’ achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students’ organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach’s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education. Key words: anxiety, chemistry education, organic chemistry, reliability, and validity.

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“…Anxiety feeling causes loss of helplessness, tension, panic, fear, inability to cope and concentration problem (Seligman Walkman et al, 2001). In addition, some studies showed that there was a negative relationship between anxiety and students' success because of anxiety in education (Berdonosov et al, 1999;Black & Deci, 2000;Eddy, 2000).…”

Section: Introductionmentioning

confidence: 99%

A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

Kurbanoglu

Takunyacı

2021

Journal of Family Counseling and Education

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The success of the students in the physics lab depends on their general physics achievement, the physics lesson performance in high school and the test scores. In addition, the success of students in the physics lab was influenced by the students' physics lab attitudes and non-cognitive variables such as anxiety and self-efficacy beliefs. Therefore, the main purpose of this study is to indicate structural equation modeling on self-efficacy, physics lab anxiety and attitudes. In this research, 513 university students participated, and three scales were used to data collection including Self-efficacy Scale, Physics Lab Anxiety Scale (P-LAS), and Physics Lab Attitudes Scale. In correlation analysis, physics lab anxiety was found negatively related to physics lab attitudes and self-efficacy. According to path analysis results, physics lab attitudes were predicted positively by self-efficacy. Furthermore, self-efficacy and physics lab attitudes were predicted by physics lab anxiety in a negative way. The study revealed that high self-efficacy and positive attitudes toward physics decreases physics lab anxiety. The findings were discussed using the literature in this field.

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Experience of Chemical Education in Russia: How to Attract the Young Generation to Chemistry under Conditions of "Chemophobia"

Cited by 18 publications

References 0 publications

Development and Evaluation of an Instrument Measuring Anxiety Toward Physics Laboratory Classes Among University Students

Development and Evaluation of an Instrument Measuring Anxiety Toward Physics Laboratory Classes Among University Students

Development of a Scale to Measure Organic Chemistry Anxiety Level of University Students

A Structural Equation Modeling on Relationship Between Self-Efficacy, Physics Laboratory Anxiety and Attitudes

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