Modifying and Validating the Colorado Learning Attitudes about Science Survey for Use in Chemistry

Autor/inn/en	Barbera, Jack; Adams, Wendy K.; Wieman, Carl E.; Perkins, Katherine K.
Titel	Modifying and Validating the Colorado Learning Attitudes about Science Survey for Use in Chemistry
Quelle	In: Journal of Chemical Education, 85 (2008) 10, S.1435-1439 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	Interests; Chemistry; Educational Practices; Teaching Methods; Test Construction; Attitude Measures; Student Attitudes; Science Instruction; Undergraduate Study; Test Validity; Teacher Attitudes; Beliefs; Influences; Physics; Surveys; Molecular Structure; Visualization; Scientific Concepts; College Science; College Students; College Faculty + Suchen Sie Ihr Suchwort? Bildungsinteresse; Chemie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grundstudium; Testvalidität; Lehrerverhalten; Belief; Glaube; Influence; Einfluss; Einflussfaktor; Physik; Survey; Umfrage; Befragung; Visualisation; Visualisierung; Collegestudent; Fakultät
Abstract	The chemistry version of the Colorado Learning Attitudes about Science Survey (CLASS-Chem) is a new instrument designed to measure students' (novices') beliefs about chemistry and learning chemistry compared to those of experts (instructors). This survey is intended to measure the effects of students' beliefs on learning, and to understand how educational practices influence these beliefs in order to guide chemistry instruction. This instrument is a modification of a survey validated and extensively used in physics. The CLASS-Chem survey addresses a range of beliefs, including how chemists think about visualization, chemical reactivity, and molecular structure. The survey statements are validated using student interviews to ensure clarity in interpretation and response. Faculty testing of the statements is performed to ensure consistency in the "expert" response. Statements are grouped into statistically robust categories of student thinking. Preliminary use of the survey shows that most traditional chemistry teaching practices cause declines in student beliefs over the course of one semester and that students' self-reported major status correlates with their "Overall" and "Personal Interest" score on the survey. (Contains 1 note, 3 tables and 1 figure.) (As Provided).
Anmerkungen	Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10