Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students
Development of the Chemistry Mindset Instrument (CheMI) for use with introductory undergraduate chemistry students
复制标题
开发化学思维工具 (CheMI)，供化学入门学生使用
DOI：
10.1039/d2rp00102k
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发表时间：
2022
影响因子：
3
通讯作者：
Mooring, Suazette R.
中科院分区：
文献类型：
--
作者：
Santos, Deborah L.;Barbera, Jack;Mooring, Suazette R.
在过去的十年里，化学教育研究在调查化学学习环境时越来越多地考虑情感的作用。尽管它在教育领域很受欢迎，但从化学特定的角度来看，心态一直没有得到充分研究。Minecraft包含了一个人对通过努力改变智力的能力的信念，并已被证明是一个特定领域的结构。因此，如果将学生的心态作为一个化学特定的结构来测量，那么它在化学中的相关性最大。迄今为止，还没有开发出用于化学学习环境的工具。在这里，我们提出的证据支持的发展过程和最终产品的心态仪器专为本科化学专业的学生。Chemistry Minerals Instrument（CheMI）是通过迭代设计过程开发的，需要多次实施和修订。我们分析的心理测量学性质的CheMI数据样本的介绍（一般和有机）化学的学生参加讲座课程。我们通过验证性因素分析和高可靠性的新开发的项目，取得了良好的数据模型拟合，表明该工具的功能以及与目标人群。化学思维与学生的自我效能感、掌握目标和课程表现显著相关，为结构测量提供了外部效度证据。
Chemistry education research has increasingly considered the role of affect when investigating chemistry learning environments over the past decade. Despite its popularity in educational spheres, mindset has been understudied from a chemistry-specific perspective. Mindset encompasses one's beliefs about the ability to change intelligence with effort and has been shown to be a domain-specific construct. For this reason, students’ mindset would be most relevant in chemistry if it were measured as a chemistry-specific construct. To date, no instrument has been developed for use in chemistry learning contexts. Here we present evidence supporting the development process and final product of a mindset instrument designed specifically for undergraduate chemistry students. The Chemistry Mindset Instrument (CheMI) was developed through an iterative design process requiring multiple implementations and revisions. We analyze the psychometric properties of CheMI data from a sample of introductory (general and organic) chemistry students enrolled in lecture courses. We achieved good data-model fit via confirmatory factor analysis and high reliability for the newly developed items, indicating that the instrument functions well with the target population. Significant correlations were observed for chemistry mindset with students’ self-efficacy, mastery goals, and course performance, providing external validity evidence for the construct measurement.