NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082394
Record Type: Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0021-9584
Exploring the Structure and Function of the Chemistry Self-Concept Inventory with High School Chemistry Students
Nielsen, Sara E.; Yezierski, Ellen
Journal of Chemical Education, v92 n11 p1782-1789 Nov 2015
Though the Chemistry Self-Concept Inventory (CSCI) was developed to study one aspect of the affective domain in college chemistry students, the instrument on which it was based, the Self-Description Questionnaire III, was developed for use with late adolescents. As such, we explored data generated from administering the CSCI to high school students in seven teachers' classrooms in four schools. This paper presents findings which describe the validity and the reliability of the data obtained from the CSCI when used with high school students. The validity of the data is supported by the results of an exploratory factor analysis, relationships between subscales and chemistry knowledge, and comparisons among different groups of students. Evidence supporting the reliability of the data is provided by internal consistency values for each of the subscales. The results presented in this paper demonstrate the usefulness of the CSCI with a high school population. This instrument may be used by teachers to better understand students' beliefs about themselves with respect to chemistry learning. Implications for research include the utility of the CSCI with high school chemistry students.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A