04533nam 22006615 450 991029861560332120200629192638.03-662-45085-210.1007/978-3-662-45085-7(CKB)3710000000332409(EBL)1965970(OCoLC)900158050(SSID)ssj0001424405(PQKBManifestationID)11849591(PQKBTitleCode)TC0001424405(PQKBWorkID)11363481(PQKB)10670600(DE-He213)978-3-662-45085-7(MiAaPQ)EBC1965970(PPN)183517237(EXLCZ)99371000000033240920150108d2015 u| 0engur|n|---|||||txtccrAffective Dimensions in Chemistry Education[electronic resource] /edited by Murat Kahveci, MaryKay Orgill1st ed. 2015.Berlin, Heidelberg :Springer Berlin Heidelberg :Imprint: Springer,2015.1 online resource (322 p.)Description based upon print version of record.3-662-45084-4 Includes bibliographical references at the end of each chapters.Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry -- Evaluating the Affective Dimension in Chemistry Education -- Getting involved: Context- based learning in chemistry education -- Gender Perspective on Affective Dimensions of Chemistry Learning -- Intuitions about Science, Technology and Nature – A Fruitful Approach to Understand Judgments about Socio-Scientific Issues -- Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students -- Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning -- It’s the situation that matters - Affective involvement in context-oriented learning tasks -- Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college chemistry programs -- Secondary School Students’ Chemistry Self-Efficacy: Its Importance, Measurement, and Sources -- Second Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course -- Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions -- Evaluating Drawings to Explore Chemistry Teachers` Pedagogical Attitudes -- Chemistry Teachers` Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom -- Majors’ Gender-Based Affective States toward Learning Physical Chemistry.This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students’ interest in science topics and their motivation to persevere in learning science concepts.ChemistryScience educationTeachingChemistry/Food Science, generalhttps://scigraph.springernature.com/ontologies/product-market-codes/C00004Science Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O27000Teaching and Teacher Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O31000Chemistry.Science education.Teaching.Chemistry/Food Science, general.Science Education.Teaching and Teacher Education.370711507.154540Kahveci Muratedthttp://id.loc.gov/vocabulary/relators/edtOrgill MaryKayedthttp://id.loc.gov/vocabulary/relators/edtBOOK9910298615603321Affective Dimensions in Chemistry Education2268933UNINA