Publication Info
Type Inproceedings
Year 2014
Venue Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Grand Valley State University, Allendale, MI, U.S.A. August 3 - 7, 2014.
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Inproceedings

Affective dimensions in chemistry education: Focus on educational technology and learning objects

Kahveci M

2014 — Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Grand Valley State University, Allendale, MI, U.S.A. August 3 - 7, 2014.

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Citation (APA)

Kahveci M (2014). Affective dimensions in chemistry education: Focus on educational technology and learning objects. Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Grand Valley State University, Allendale, MI, U.S.A. August 3 - 7, 2014.

Abstract

This symposium explores the affective dimensions in chemistry education, specifically focusing on the role of educational technology and learning objects. The paper presented, titled Reflecting on dual-process theories in chemistry education, investigates how dual-process theories can provide a framework for understanding and addressing affective factors—such as motivation, self-efficacy, and anxiety—that influence student learning and engagement with chemistry.

The study suggests that by integrating educational technology into the learning process, educators can create more effective instructional environments that cater to both cognitive and emotional aspects of learning. The use of learning objects and other technological tools is explored as a means to improve student attitudes and conceptual understanding in complex chemistry topics.

BibTeX

@inproceedings{aa, title = {Affective dimensions in chemistry education: Focus on educational technology and learning objects}, author = {Kahveci M}, year = {2014}, booktitle = {Paper presented at the Biennial Conference on Chemical Education (BCCE). [Symposium]. Grand Valley State University, Allendale, MI, U.S.A. August 3 - 7, 2014.}, abstract = {This symposium explores the **affective dimensions in chemistry education**, specifically focusing on the role of **educational technology and learning objects**. The paper presented, titled *Reflecting on dual-process theories in chemistry education*, investigates how **dual-process theories** can provide a framework for understanding and addressing affective factors—such as **motivation, self-efficacy, and anxiety**—that influence student learning and engagement with chemistry. The study suggests that by integrating educational technology into the learning process, educators can create more effective instructional environments that cater to both **cognitive and emotional aspects** of learning. The use of learning objects and other technological tools is explored as a means to improve student attitudes and conceptual understanding in complex chemistry topics.} }