Modifying and Validating the Colorado Learning Attitudes about Science Survey for Use in Chemistry
Modifying and Validating the Colorado Learning Attitudes about Science Survey for Use in Chemistry
复制标题
修改和验证科罗拉多州关于化学科学调查的学习态度
DOI：
10.1021/ed085p1435
复制
发表时间：
2008
影响因子：
3
通讯作者：
Jack Barbera
中科院分区：
文献类型：
--
作者：
W. Adams;C. Wieman;K. Perkins;Jack Barbera
科罗拉多州科学学习态度调查(CLASS-CHEM)的化学版本是一个新的工具，旨在测量学生(新手)与专家(教师)对化学和学习化学的信念。这项调查旨在测量学生的信念对学习的影响，并了解教育实践如何影响这些信念，以指导化学教学。这台仪器是对一项在物理学中得到验证和广泛使用的调查的改进。这项化学类调查解决了一系列信念，包括化学家如何考虑可视化、化学反应和分子结构。调查陈述通过学生访谈进行验证，以确保解释和回答的清晰度。教师对这些陈述进行测试，以确保“专家”回答的一致性。陈述被归类为统计上可靠的学生思维类别。调查的初步应用表明，大多数传统的化学教学做法会导致学生在一个学期的课程中信念下降，学生自我报告的专业状况与他们在调查中的“总体”和“个人兴趣”分数有关。
The chemistry version of the Colorado Learning Attitudes about Science Survey (CLASS-Chem) is a new instrument designed to measure students' (novices') beliefs about chemistry and learning chemistry compared to those of experts (instructors). This survey is intended to measure the effects of students' beliefs on learning, and to understand how educational practices influence these beliefs in order to guide chemistry instruction. This instrument is a modification of a survey validated and extensively used in physics. The CLASS-Chem survey addresses a range of beliefs, including how chemists think about visualization, chemical reactivity, and molecular structure. The survey statements are validated using student interviews to ensure clarity in interpretation and response. Faculty testing of the statements is performed to ensure consistency in the "expert" response. Statements are grouped into statistically robust categories of student thinking. Preliminary use of the survey shows that most traditional chemistry teaching practices cause declines in student beliefs over the course of one semester and that students' self-reported major status correlates with their "Overall" and "Personal Interest" score on the survey.