Publication Info
Type Inbook
Year 2015
Venue In M Kahveci & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag.
DOI 10.1007/978-3-662-45085-7_15
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Majors’ gender-based affective states toward learning physical chemistry

Kahveci M

2015 — In M Kahveci & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag.

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Citation (APA)

Kahveci M (2015). Majors’ gender-based affective states toward learning physical chemistry. In M Kahveci & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag. https://doi.org/10.1007/978-3-662-45085-7_15

Abstract

This study examines the affective states of chemistry majors (junior/senior level) in a Physical Chemistry II (PChem II) course, using students’ self-reflections via an online survey (including demographics, RTOP (Reformed Teaching Observation Protocol) and mFSMAS (Modified Fennema-Sherman Mathematics Attitudes Scales)).

The RTOP scores, as rated by students, described the PChem II class as traditional, lecture-based instruction. Key findings include:

  • Neither female nor male students perceived themselves as being disadvantaged in learning PChem II topics.
  • A significant correlation was found between the composite scores of RTOP and mFSMAS, suggesting that the use of inquiry-based teaching strategies correlates to more positive student affective states.
  • The dominance of lecturing in the specific course examined led to only low to moderate positive attitudes toward the course.

BibTeX

@incollection{z, title = {Majors’ gender-based affective states toward learning physical chemistry}, author = {Kahveci M}, year = {2015}, booktitle = {In M Kahveci & M Orgill (Eds.). Affective dimensions in chemistry education (pp. 297–318). Berlin Heidelberg: Springer-Verlag.}, doi = {10.1007/978-3-662-45085-7_15}, abstract = {This study examines the **affective states of chemistry majors** (junior/senior level) in a **Physical Chemistry II (PChem II)** course, using students’ self-reflections via an online survey (including demographics, **RTOP** (Reformed Teaching Observation Protocol) and **mFSMAS** (Modified Fennema-Sherman Mathematics Attitudes Scales)). The RTOP scores, as rated by students, described the PChem II class as **traditional, lecture-based instruction**. Key findings include: * Neither female nor male students perceived themselves as being **disadvantaged** in learning PChem II topics. * A significant correlation was found between the composite scores of **RTOP and mFSMAS**, suggesting that the use of **inquiry-based teaching strategies** correlates to more **positive student affective states**. * The dominance of lecturing in the specific course examined led to only low to moderate positive attitudes toward the course.} }