Publication Info
Type Book
Year 2015
Venue Berlin Heidelberg: Springer-Verlag.
DOI 10.1007/978-3-662-45085-7
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Book

Affective dimensions in chemistry education

Kahveci M, Orgill MK (Eds.)

2015 — Berlin Heidelberg: Springer-Verlag.

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Citation (APA)

Kahveci M, Orgill MK (Eds.) (2015). Affective dimensions in chemistry education. Berlin Heidelberg: Springer-Verlag. https://doi.org/10.1007/978-3-662-45085-7

Abstract

This book serves as a compilation of up-to-date expertise and research about the influence of the affective domain on learning in chemistry. The volume was inspired by a symposium at the 2012 Biennial Conference on Chemical Education.

The work highlights that while the cognitive domain has historically received more attention in chemistry education research, the affective domain (including attitudes, motivation, self-efficacy, and interest) is crucial. Affective dimensions are often ignored due to measurement challenges, the tendency of scientists to divorce subjectivity from objective practice, and a global focus on assessing cognitive objectives.

The book argues that the lack of focus on affective objectives contributes to global issues of decreasing student interest and retention in science fields (as noted in PISA and the Rocard Report), particularly among females. The authors assert that since positive affective dimensions correlate with persistence and performance, addressing them is essential to solving these global challenges in chemistry education.

BibTeX

@book{y, title = {Affective dimensions in chemistry education}, author = {Kahveci M, Orgill MK (Eds.)}, year = {2015}, publisher = {Berlin Heidelberg: Springer-Verlag.}, doi = {10.1007/978-3-662-45085-7}, abstract = {This book serves as a compilation of up-to-date expertise and research about the influence of the **affective domain** on learning in chemistry. The volume was inspired by a symposium at the 2012 Biennial Conference on Chemical Education. The work highlights that while the **cognitive domain** has historically received more attention in chemistry education research, the affective domain (including **attitudes, motivation, self-efficacy, and interest**) is crucial. Affective dimensions are often ignored due to measurement challenges, the tendency of scientists to divorce subjectivity from objective practice, and a global focus on assessing cognitive objectives. The book argues that the lack of focus on affective objectives contributes to global issues of **decreasing student interest and retention in science fields** (as noted in PISA and the Rocard Report), particularly among females. The authors assert that since positive affective dimensions correlate with persistence and performance, addressing them is essential to solving these global challenges in chemistry education.} }