NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ912500
Record Type: Journal
Publication Date: 2011-Jan
Pages: 6
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0036-8555
The Affective Elements of Science Learning: A Questionnaire to Assess--and Improve--Student Attitudes toward Science
Williams, Kiesha; Kurtek, Katrina; Sampson, Victor
Science Teacher, v78 n1 p40-45 Jan 2011
Student attitudes can have a positive or negative effect on learning. According to Duschl, Schweingruber, and Shouse, "[students'] goals for science learning, their beliefs about their ability to do science, and the value they assign to science learning are likely to influence their cognitive engagement in science tasks" (2007, p. 195). Therefore, the authors developed the "Affective Elements of Science Learning (AESL) Questionnaire"; an instrument that measures student attitudes to better understand them and design instruction to help improve them. In this article, they describe the various constructs that this questionnaire measures, the process they used to develop the instrument, and what they learned about student attitudes toward science along the way. (Contains 2 figures and 1 online resource.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A