Characterizing and Identifying Influences on Undergraduates' Attitudes towards Organic Chemistry

Autor/inn/en	Collini, Melissa A.; Rocha, Lauren A.; Ford, Jayda E.; Weber, Rebecca; Atkinson, Molly B.
Titel	Characterizing and Identifying Influences on Undergraduates' Attitudes towards Organic Chemistry
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.723-739 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collini, Melissa A.) ORCID (Weber, Rebecca) ORCID (Atkinson, Molly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Organic Chemistry; Undergraduate Students; Student Attitudes; Influences; Student Experience; Scientific Attitudes; Public Colleges; Texas + Suchen Sie Ihr Suchwort? Organische Chemie; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Studienerfahrung
Abstract	Despite the important role organic chemistry plays in a wide range of industries, the undergraduate organic chemistry course sequence is considered to be difficult for and feared by students. Although work has been done to identify and address student difficulties within the cognitive and psychomotor domains, little work has focused on investigating student affect towards organic chemistry. Identifying student emotions towards the course and how these emotions impact students' learning experiences is a key component in addressing student success in organic chemistry. In general chemistry studies, attitudes have been linked to persistence and performance in the class, but little work has been done to determine what role attitude plays in organic chemistry students' experiences. In this qualitative study, student attitudes towards organic chemistry and the influences that shape those attitudes were explored. Students displayed a wide range of attitudes towards organic chemistry, including positive, negative, neutral, and blended attitudes. Five major influences were shown to have shaped these attitudes including the reputation of the course, students' educators, experiences with organic chemistry, experiences with introductory chemistry, and individual experiences. Findings also indicated that many student attitudes towards organic chemistry are in place before they have begun the course, but that students' attitudes may change after interacting with the course material. Limitations of this investigation, as well as implications for research and practitioners, are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01