Publication Info
Type Inproceedings
Year 2012
Venue Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.
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Inproceedings

Affective dimensions in chemistry education: Much left for future research

Kahveci M

2012 — Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.

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Citation (APA)

Kahveci M (2012). Affective dimensions in chemistry education: Much left for future research. Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.

Abstract

This concept paper, aligned with the symposium theme, focuses on various latent affective constructs in chemistry education research, such as intuition, motivation, and self-perception.

The paper notes that affective dimensions have received less attention than cognitive ones in science/chemistry education research. This disparity is often attributed to the assumption that "the nature of science" is primarily reason-driven and separate from individual feelings. The author argues that while this assumption may hold true in research laboratories, it is less valid when teaching science broadly, including at early ages.

This paper aims to present a synthesis of the respective research on affective dimensions in the science and chemistry education context, highlighting areas for future investigation.

BibTeX

@inproceedings{e, title = {Affective dimensions in chemistry education: Much left for future research}, author = {Kahveci M}, year = {2012}, booktitle = {Paper presented at the Biennial Conference on Chemical Education (BCCE). Pennsylvania State University, University Park, PA, USA. July 29 - August 2, 2012.}, abstract = {This concept paper, aligned with the symposium theme, focuses on various **latent affective constructs** in chemistry education research, such as **intuition, motivation, and self-perception**. The paper notes that affective dimensions have received less attention than cognitive ones in science/chemistry education research. This disparity is often attributed to the assumption that "the nature of science" is primarily **reason-driven** and separate from individual feelings. The author argues that while this assumption may hold true in research laboratories, it is less valid when teaching science broadly, including at early ages. This paper aims to present a **synthesis of the respective research on affective dimensions** in the science and chemistry education context, highlighting areas for future investigation.} }