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04268nam a22005055i 4500 |
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978-3-662-45085-7 |
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|a 9783662450857
|9 978-3-662-45085-7
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|a 10.1007/978-3-662-45085-7
|2 doi
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|a Affective Dimensions in Chemistry Education
|h [electronic resource] /
|c edited by Murat Kahveci, MaryKay Orgill.
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|a 1st ed. 2015.
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|a Berlin, Heidelberg :
|b Springer Berlin Heidelberg :
|b Imprint: Springer,
|c 2015.
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|a XII, 318 p. 53 illus., 22 illus. in color.
|b online resource.
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|a text
|b txt
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|a computer
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|a online resource
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|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.
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|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.
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|a Chemistry.
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|a Science education.
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|a Teaching.
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|a Chemistry/Food Science, general.
|0 https://scigraph.springernature.com/ontologies/product-market-codes/C00004
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|a Science Education.
|0 https://scigraph.springernature.com/ontologies/product-market-codes/O27000
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|a Teaching and Teacher Education.
|0 https://scigraph.springernature.com/ontologies/product-market-codes/O31000
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|a Kahveci, Murat.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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|a Orgill, MaryKay.
|e editor.
|4 edt
|4 http://id.loc.gov/vocabulary/relators/edt
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|a SpringerLink (Online service)
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|t Springer Nature eBook
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|i Printed edition:
|z 9783662450864
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|i Printed edition:
|z 9783662450840
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|i Printed edition:
|z 9783662511534
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|u https://doi.org/10.1007/978-3-662-45085-7
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|a ZDB-2-CMS
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|a ZDB-2-SXC
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|a Chemistry and Materials Science (SpringerNature-11644)
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|a Chemistry and Material Science (R0) (SpringerNature-43709)
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