Investigating Students' Interest in Chemistry through Self-Generated Questions

Autor/inn/en	Demirdogen, Betul; Cakmakci, Gultekin
Titel	Investigating Students' Interest in Chemistry through Self-Generated Questions
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 2, S.192-206 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00037d
Schlagwörter	Student Interests; Chemistry; Secondary School Students; Secondary School Science; Gender Differences; Student Developed Materials; Questioning Techniques; Incidence; Cognitive Ability; Interest Research; Science Interests; Foreign Countries; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Studieninteresse; Chemie; Sekundarschüler; Geschlechterkonflikt; Befragungstechnik; Fragetechnik; Vorkommen; Denkfähigkeit; Interessenforschung; Ausland; Statistische Analyse; Türkei
Abstract	This study investigates Turkish students' (age 15 or older) interest in chemistry by analysing 1027 of their self-generated chemistry-related questions, which had been submitted to a popular science magazine. These questions were classified based on the field of interest, the cognitive level of the question, and the stimulating impetus for asking the question. In addition, gender-related patterns were noted in these three categories. Those results demonstrated that males asked overwhelmingly more questions than females in an informal setting. In general, students mostly asked questions about "states of matter and solutions" and "nuclear chemistry and chemistry of the elements." Most of the students asked for the properties of a variable and sought to learn about factual and explanatory types of information. The driving factors that led students to ask questions were mostly non-applicative stimulus. Significant differences emerged in some categories. For example, while males were more interested in comparison and causal relationships, females were more interested in specific information about properties. Moreover, while males tended toward seeking methodological information, making predictions, asking open-ended questions, and making general requests for information, females were more interested than males in factual and explanatory types of information. The implications of students' self-generated chemistry questions for science curriculum reform and teaching are discussed in this paper. Contains a combined list of notes and references. (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	2020/1/01