|
|
|
|
| LEADER |
03289nmm a2200313 u 4500 |
| 001 |
EB000937266 |
| 003 |
EBX01000000000000000730858 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
150202 ||| eng |
| 020 |
|
|
|a 9783662450857
|
| 100 |
1 |
|
|a Kahveci, Murat
|e [editor]
|
| 245 |
0 |
0 |
|a Affective Dimensions in Chemistry Education
|h Elektronische Ressource
|c edited by Murat Kahveci, MaryKay Orgill
|
| 250 |
|
|
|a 1st ed. 2015
|
| 260 |
|
|
|a Berlin, Heidelberg
|b Springer Berlin Heidelberg
|c 2015, 2015
|
| 300 |
|
|
|a XII, 318 p. 53 illus., 22 illus. in color
|b online resource
|
| 505 |
0 |
|
|a 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
|
| 653 |
|
|
|a Science / Study and teaching
|
| 653 |
|
|
|a Chemistry
|
| 653 |
|
|
|a Science Education
|
| 653 |
|
|
|a Teachers / Training of
|
| 653 |
|
|
|a Teaching and Teacher Education
|
| 700 |
1 |
|
|a Orgill, MaryKay
|e [editor]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b Springer
|a Springer eBooks 2005-
|
| 028 |
5 |
0 |
|a 10.1007/978-3-662-45085-7
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-662-45085-7?nosfx=y
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 540
|
| 520 |
|
|
|a 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
|