Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

doi:10.1007/s11165-005-0093-9

Cited by 57 publications

(27 citation statements)

References 26 publications

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“…Some articles interested in the quality or type of I/M/A suggested that learning in 'democratic' [199], 'self-accessed/paced/directed' [151], 'context-oriented' [75] and 'open-ended' [121] pedagogical settings was appreciated by highly performing students.…”

Section: School-related Variablesmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

540

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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Section: School-related Variablesmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

540

360

View full text Add to dashboard Cite

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“…A number of curriculum evaluation projects included student attitude to chemistry as one of the dependent variables (e.g., Adesoji and Raimi 2004;Thompson and Soyibo 2002), but they are not reviewed in this paper because they focused on the effectiveness of a curricular or instructional innovation rather than the attitudes of males and females toward chemistry lessons at different levels of schooling. Also, previous studies (e.g., Lang et al 2005) which merely used student attitude toward chemistry as a variable to correlate with other constructs are not included in this review. The findings of the nine previous studies are summarized below.…”

Section: Previous Researchmentioning

confidence: 99%

Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender

2007

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The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4-7 (approximately 16-19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females. Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling. Implications of these findings for curriculum design are discussed.

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“…The seven scales are called Social Implications of Science, Normality of Scientists, Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. The TOSRA has been widely used in science education research (e.g., Joyce & Farenga, 1999;Lang, Wong, & Fraser, 2005;Smist, Archambault, & Owen, 1994;White & Richardson, 1993).…”

Section: Introductionmentioning

confidence: 99%

Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons

Cheung

2009

International Journal of Science Education

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Students' attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity of data. This paper describes a study of students' attitudes toward chemistry lessons in Hong Kong secondary schools. One of the scales in the Test of Science-Related Attitudes developed by Fraser was modified to form an Attitude Toward Chemistry Lessons Scale (ATCLS). The construction of the ATCLS was based on a theoretical model with four dimensions: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry. The arguments for inclusion of these four dimensions are presented. The final version of ATCLS was administered to 954 students. The results of confirmatory factor analysis indicated that there was a good fit between the hypothesised model and the observed data.

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Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

Cited by 57 publications

References 26 publications

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender

Developing a Scale to Measure Students’ Attitudes toward Chemistry Lessons

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