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ERIC Number: EJ823763
Record Type: Journal
Publication Date: 2008-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0021-9584
Modifying and Validating the Colorado Learning Attitudes about Science Survey for Use in Chemistry
Barbera, Jack; Adams, Wendy K.; Wieman, Carl E.; Perkins, Katherine K.
Journal of Chemical Education, v85 n10 p1435-1439 Oct 2008
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. (Contains 1 note, 3 tables and 1 figure.)
Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A