Literaturnachweis - Detailanzeige
| Autor/inn/en | Williams, Kiesha; Kurtek, Katrina; Sampson, Victor |
|---|---|
| Titel | The Affective Elements of Science Learning: A Questionnaire to Assess--and Improve--Student Attitudes toward Science |
| Quelle | In: Science Teacher, 78 (2011) 1, S.40-45 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Student Attitudes; Questionnaires; Task Analysis; Science Education; Self Efficacy; Likert Scales; High Schools; Chemistry; Evaluation Methods; Interviews; Science Teachers; Teacher Attitudes |
| Abstract | Student attitudes can have a positive or negative effect on learning. According to Duschl, Schweingruber, and Shouse, "[students'] goals for science learning, their beliefs about their ability to do science, and the value they assign to science learning are likely to influence their cognitive engagement in science tasks" (2007, p. 195). Therefore, the authors developed the "Affective Elements of Science Learning (AESL) Questionnaire"; an instrument that measures student attitudes to better understand them and design instruction to help improve them. In this article, they describe the various constructs that this questionnaire measures, the process they used to develop the instrument, and what they learned about student attitudes toward science along the way. (Contains 2 figures and 1 online resource.) (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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