Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 9 |
Since 2005 (last 20 years) | 13 |
Descriptor
College Students | 13 |
Questionnaires | 13 |
Chemistry | 10 |
College Science | 9 |
Science Instruction | 8 |
Statistical Analysis | 8 |
Foreign Countries | 6 |
Factor Analysis | 4 |
Scores | 4 |
Student Attitudes | 4 |
Academic Achievement | 3 |
More ▼ |
Source
Chemistry Education Research… | 13 |
Author
Lewis, Scott E. | 2 |
Akaygun, Sevil | 1 |
Andersson, Staffan | 1 |
Aytar, Ayse | 1 |
Barbera, Jack | 1 |
Bauer, Christopher F. | 1 |
Bodé, Nicholas E. | 1 |
Caron, Jeanette | 1 |
Chan, Julia Y. K. | 1 |
Dickerson, Austin P. | 1 |
Elmgren, Maja | 1 |
More ▼ |
Publication Type
Journal Articles | 13 |
Reports - Research | 13 |
Tests/Questionnaires | 6 |
Education Level
Higher Education | 13 |
Postsecondary Education | 7 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
SAT (College Admission Test) | 2 |
Motivated Strategies for… | 1 |
What Works Clearinghouse Rating
Komperda, Regis; Hosbein, Kathryn N.; Phillips, Michael M.; Barbera, Jack – Chemistry Education Research and Practice, 2020
The Science Motivation Questionnaire II (SMQ II) was developed to measure aspects of student motivation in college-level science courses. Items on the SMQ II are structured such that the word 'science' can be replaced with any discipline title (e.g., chemistry) to produce a discipline-specific measure of student motivation. Since its original…
Descriptors: Test Construction, Questionnaires, Student Motivation, Science Instruction
Lewis, Scott E. – Chemistry Education Research and Practice, 2018
The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success…
Descriptors: Goal Orientation, Chemistry, Models, Academic Achievement
Skagen, Darlene; McCollum, Brett; Morsch, Layne; Shokoples, Brandon – Chemistry Education Research and Practice, 2018
The use of online collaborative assignments (OCAs) between two flipped organic chemistry classrooms, one in Canada and the other in the United States, was examined for impact on learners. The intervention was designed to support content mastery, aid in increasing students' communication skills through chemistry drawing and verbalization,…
Descriptors: Foreign Countries, Organic Chemistry, Science Instruction, Intervention
Chan, Julia Y. K.; Bauer, Christopher F. – Chemistry Education Research and Practice, 2016
Students in general chemistry were partitioned into three groups by cluster analysis of six affective characteristics (emotional satisfaction, intellectual accessibility, chemistry self-concept, math self-concept, self-efficacy, and test anxiety). The at-home study strategies for exam preparation and in-class learning strategies differed among the…
Descriptors: Learning Strategies, Cognitive Style, Chemistry, Affective Behavior
Bodé, Nicholas E.; Caron, Jeanette; Flynn, Alison B. – Chemistry Education Research and Practice, 2016
Skill in organic chemistry nomenclature is fundamental for communicating more complex concepts. Interpreting and using functional group names is particularly important. With nomenclature101.com, students can create tailored interactive quizzes according to their learning needs; the tool is free and available in English and French. The present…
Descriptors: Student Evaluation, Achievement Gains, Organic Chemistry, Intermode Differences
Reid, Scott A. – Chemistry Education Research and Practice, 2016
The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course ("J. Chem. Educ.," 2016, 93, 13-23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while…
Descriptors: Science Instruction, College Science, Blended Learning, Technology Uses in Education
Ye, Li; Oueini, Razanne; Dickerson, Austin P.; Lewis, Scott E. – Chemistry Education Research and Practice, 2015
This study used a series of text message inquiries sent to General Chemistry students asking: "Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?" This method for collecting data is novel to chemistry education research so the first research goals were to investigate the feasibility of the technique…
Descriptors: Computer Mediated Communication, Telecommunications, Science Instruction, Chemistry
Haglund, Jesper; Andersson, Staffan; Elmgren, Maja – Chemistry Education Research and Practice, 2015
Thermodynamics, and in particular entropy, has been found to be challenging for students, not least due to its abstract character. Comparisons with more familiar and concrete domains, by means of analogy and metaphor, are commonly used in thermodynamics teaching, in particular the metaphor "entropy is disorder." However, this particular…
Descriptors: Thermodynamics, Scientific Concepts, Chemical Engineering, Concept Formation
Çalik, Muammer; Ültay, Neslihan; Kolomuç, Ali; Aytar, Ayse – Chemistry Education Research and Practice, 2015
The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant…
Descriptors: Foreign Countries, Student Teacher Attitudes, Scientific Attitudes, Chemistry
Villafañe, Sachel M.; Garcia, C. Alicia; Lewis, Jennifer E. – Chemistry Education Research and Practice, 2014
Chemistry self-efficacy has been defined as a student's beliefs about his or her own capability to perform a given chemistry task. These chemistry self-efficacy beliefs can be influenced by students' experiences in a course, and eventually, these beliefs could affect students' decisions to continue into STEM related-careers. In this study, we…
Descriptors: Chemistry, Science Instruction, Self Efficacy, Majors (Students)
Lastusaari, Mika; Murtonen, Mari – Chemistry Education Research and Practice, 2013
A questionnaire with 22 Likert type items was developed to collect cross-sectional data from university chemistry students of different study years (N = 118). The aim was to obtain information on their learning approaches as well as their study preferences. Students willing to change from their major subject to medical education represented a…
Descriptors: College Students, Chemistry, Science Instruction, College Science
Li, Wei-Ting; Liang, Jyh-Chong; Tsai, Chin-Chung – Chemistry Education Research and Practice, 2013
The purpose of this research was to examine the relationships between conceptions of learning and approaches to learning in chemistry. Two questionnaires, conceptions of learning chemistry (COLC) and approaches to learning chemistry (ALC), were developed to identify 369 college chemistry-major students' (220 males and 149 females) conceptions of…
Descriptors: College Science, Chemistry, Majors (Students), Student Attitudes
Akaygun, Sevil; Jones, Loretta L. – Chemistry Education Research and Practice, 2013
Helping learners to visualize the structures and dynamics of particles through the use of technology is challenging. Animations and simulations can be difficult for learners to interpret and can even lead to new misconceptions. A systematic approach to development based on the findings of cognitive science was used to design, develop, and evaluate…
Descriptors: Chemistry, Computer Simulation, Science Instruction, Questionnaires