An Exploration of Secondary Students' Mental States When Learning about Acids and Bases

Autor/inn/en	Liu, Chia-Ju; Hou, I-Lin; Chiu, Houn-Lin; Treagust, David F.
Titel	An Exploration of Secondary Students' Mental States When Learning about Acids and Bases
Quelle	In: Research in Science Education, 44 (2014) 1, S.133-154 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9373-y
Schlagwörter	Secondary School Students; Learning Processes; Measures (Individuals); Correlation; Psychological Patterns; Chemistry; Science Instruction; Freehand Drawing; Graphs; Intention + Suchen Sie Ihr Suchwort? Sekundarschüler; Learning process; Lernprozess; Messdaten; Korrelation; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Drawing; Zeichnen; Grafische Darstellung
Abstract	This study explored factors of students' mental states, including emotion, intention, internal mental representation, and external mental representation, which can affect their learning performance. In evaluating students' mental states during the science learning process and the relationship between mental states and learning achievement, valid, reliable, and scalable measures of students' mental states and learning achievement are needed. This paper presents the development of the Mental State Conceptual Learning Inventory (MSCLI) to identify students' mental states before and after learning about acids and bases. This instrument is time efficient and convenient and can be administered to large student samples so that teachers and researchers can gain profound insights into their students' learning of acids and bases in science class. The results of this study indicate that students' mental states are highly correlated with their achievement. As a whole, low-achieving students tended to have negative emotions and low intentions, were not good at internal visualization, and were unable to interpret graphics and draw pictures. In contrast, high-achieving students had positive emotions and intentions when learning life-related topics about acids and bases, and were good at internal visualization and drawing and interpreting graphics. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10