Relational Analysis of College Chemistry-Major Students' Conceptions of and Approaches to Learning Chemistry

Autor/inn/en	Li, Wei-Ting; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Relational Analysis of College Chemistry-Major Students' Conceptions of and Approaches to Learning Chemistry
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 4, S.555-565 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C3RP00034F
Schlagwörter	College Science; Chemistry; Majors (Students); Student Attitudes; Learning; Learning Strategies; Questionnaires; College Students; Regression (Statistics); Statistical Analysis; Foreign Countries; Correlation; Differences; Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Chemie; Schülerverhalten; Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Collegestudent; Regression; Regressionsanalyse; Statistische Analyse; Ausland; Korrelation; Unterscheiden; Faktorenanalyse
Abstract	The purpose of this research was to examine the relationships between conceptions of learning and approaches to learning in chemistry. Two questionnaires, conceptions of learning chemistry (COLC) and approaches to learning chemistry (ALC), were developed to identify 369 college chemistry-major students' (220 males and 149 females) conceptions of and approaches to learning chemistry. First, it was found that students in higher grade levels (juniors and seniors) tended to express more agreement with higher-level COLC, such as learning chemistry by transforming, than those in lower grades (freshmen and sophomores). The regression analyses, in general, revealed that the students who expressed lower-level COLC, such as learning chemistry by memorizing and preparing for tests, tended to use surface approaches to learning chemistry, whereas those students possessing higher-level COLC, that is, learning chemistry by transforming, tended to use deep approaches to learning chemistry. However, inconsistent with theoretical perspectives, this study revealed that learning chemistry by memorizing could positively predict a deep motive for learning chemistry, while learning chemistry by transforming was associated with a surface motive for learning chemistry. The special features of learning chemistry which might account for these relationships 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	2020/1/01