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Do Student Attitudes toward Science Change during a General Education Chemistry Course?

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Daniel E. Walczak

MLE Analytics, Eagon, MN 55122

Mary M. Walczak

Department of Chemistry, St. Olaf College, Northfield, MN 55057

J. Chem. Educ., 2009, 86 (8), p 985

DOI: 10.1021/ed086p985

Publication Date (Web): August 1, 2009

Section:

History, Education, and Documentation

Abstract

The importance of educating people to live in our increasingly science- and technology-rich world is well established. Many institutions require students to take one or more courses in science. Some nonscience majors are intrigued by this opportunity, while others are less inclined to take science classes. This project used a mixed-methods approach to investigate students' attitudes towards science at the beginning and end of the course. Selected items from the Views on Science–Technology–Society (VOSTS) survey were used and interviews with selected students were conducted. Statistically significant changes in attitude were noted for items that were directly related to course content.

Keywords (Audience):

General Public

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Research: Science and Education

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Nonmajor Courses

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Refinement of a Chemistry Attitude Measure for College Students
Xiaoying Xu and Jennifer E. Lewis
Journal of Chemical Education2011 88 (5), 561-568
- Refinement of a Chemistry Attitude Measure for College Students
  Xiaoying Xu and Jennifer E. Lewis
  Journal of Chemical Education2011 88 (5), 561-568
  This work presents the evaluation and refinement of a chemistry attitude measure, Attitude toward the Subject of Chemistry Inventory (ASCI), for college students. The original 20-item and revised 8-item versions of ASCI (V1 and V2) were administered to ...
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