Mots-clés
química
actitudes
aprovechamiento
ingeniería
Comment citer
Résumé
Este estudio utilizó una metodología mixta —cuantitativa seguida por cualitativa— para explorar las actitudes de los estudiantes de ingeniería hacia la química (N=115). La primera fase utilizó un cuestionario para examinar las perspectivas de los estudiantes y sus compañeros acerca del curso de química, aspectos relevantes del curso y factores que contribuyen al nivel de dificultad del mismo. Contrario a los hallazgos de otros estudios, los resultados indicaron que la mayoría de los participantes posee una actitud neutral hacia la disciplina. La segunda fase utilizó entrevistas para explorar las razones de los estudiantes para tener una actitud determinada. Los participantes centraron su atención en factores que contribuyen al éxito o fracaso en el curso: tiempo, profesor, motivación, trimestre y horario.
Cómo citar:
Olivo-Delgado, C. J., & Bonilla-Rodríguez, V. E. (2009). Engineering Students‘ Attitudes Towards Chemistry. Cuaderno de Investigación en la Educación, 24, 183-212. Recuperado de https://revistas.upr.edu/index.php/educacion/article/view/13555
Références
Aghadiuno, M. C. K. (1995). A causal model of secondary students‘ achievement in chemistry. Research in Science and Technological Education, 13, 123-133.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy in changing societies. Cambridge, UK: Cambridge University Press.
Bauer, C. F. (2002). What students think: College students describe their high school chemistry class. Science Teacher, 69, 52-55.
Bennett, J., Green, G., & White, M. (2001). The development and use of an instrument to assess students‘ attitude to the study of chemistry. International Journal of Science Education, 23, 833-845.
Berg, C., Bergendahl, V., Lundberg, B., & Tibell, L. (2003). Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education, 25, 351-372.
Braverman, M. T., & Slater, J. K. (Eds.). (1996). Advances in Survey Research. New directions for evaluation, 70.
Brown, T. R. (1967). Attitudes toward science and critical thinking abilities of chemistry and non-chemistry students in the Tacoma Public Schools. Unpublished doctoral dissertation, Oregon State University (UMI No. 6713892).
Bruning, R., Schraw, G. J., Norby, M., & Ronning, R. (2004). Cognitive psychology and instruction (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Cangemi, M. C. (1972). A study of relationships among verbal interaction, student achievement, and attitude in selected two and four college general chemistry classes. Unpublished doctoral dissertation, New York University (UMI No. 7220621).
Cavallo, A. M. L., & Laubach, T. A. (2001). Students‘ science perceptions and enrollment decisions in differing learning cycle classrooms. Journal of Research in Science Teaching, 38, 1029-1062.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York, NY: Harcourt Brace Jovanovich College Publishers.
Dagelty, J., & Coll, R. K. (2004). The influence of normative beliefs on students‘ enrollment choices. Research in Science and Technological Education, 22, 59-80.
Deeds, D., Wood, M., Callen, B., & Allen, C. (1999). Contemporary students‘ attitudes about mathematics, science, and technology. Journal of College Science Teaching, 29, 86-92.
Department of Education of Puerto Rico. (2003). Marco curricular del programa de ciencias. San Juan, PR: Publicaciones Puertorriqueñas.
Dhindsa, H. S., & Chung, G. (2003). Attitudes and achievement of Bruneian science students. International Journal of Science Education, 25, 907-922.
Ediger, M. (1999). Attitudinal objectives in the chemistry curriculum. (ERIC Document Reproduction Service No. ED435545).
Fowler, F. J. (2002). Survey research methods (3rd ed.). Applied social research methods series: Vol. 1. Thousand Oaks, CA: SAGE Publications.
Francis, L., & Greer, J. (1999). Attitude toward science among secondary school pupils in Northern Ireland: Relationship with sex, age, and religion. Research in Science and Technological Education, 17, 67-74.
Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (6th ed.). New York, NY: MacMillan Publishing Co.
Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1998). Applied statistics for the behavioral sciences (4th ed.). Boston, MA: Houghton Mifflin.
Hofstein, A., et al. (1977). Attitudes of Israeli high-school students toward chemistry and physics: A comparative study. Science Education, 61, 259-268.
House, J. D. (1995). Noncognitive predictors of achievement in Introductory College Chemistry. Research in Higher Education, 36, 473-490.
House, J. D. (1997). The relationship between self-beliefs, academic background, and achievement of adolescent Asian-American students. Child Study Journal, 27, 95-111.
Iben, M. F. (1991). Attitudes and mathematics. Comparative Education, 27, 1.
Institute of Phonetic Sciences, Amsterdam. (1996). Two correlation coefficients [Web service]. Retrieved on August 27, 2007 from http://www.fon.hum.uva.nl/Service/Statistics/Two_Correlations.html
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14-26.
Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students‘ experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140.
McIver, J. P., & Carmines, E. G. (1981). Unidimensional scaling. Quantitative applications in the social sciences series: Vol. 24. Newbury Park, CA: SAGE Publications.
McMillan, J. H. (2004). Educational research: Fundamentals for the consumer (4th ed.). Boston, MA: Allyn & Bacon.
Menis, J. (1983). Attitudes towards chemistry as compared with those towards mathematics, among tenth grade pupils (aged 15) in high level secondary schools in Israel. Research in Science and Technological Education, 1, 185-191.
Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. Thousand Oaks, CA: SAGE Publications, Inc.
Messick, S. (1989). Meaning and values in test validation: The science and ethics of assessment. Educational Researcher, 18, 5-11.
Morgan, D. L. (1997). Focus groups as qualitative research (2nd ed.). Qualitative research methods series: Vol. 16. Thousand Oaks, CA: SAGE Publications.
Nakhleh, M. B., Bunce, D. M., & Schwartz, A. T. (1995). Chemistry in context: Student opinions of a new curriculum. Journal of College Science Teaching, 25, 174.
Neerinck, D., & Palmer, C. R. (1981). Students who study chemistry: Some affective aspects of undergraduates. Higher Education, 10, 37-54.
Nichols, D. P. (1999). My coefficient alpha is negative! Retrieved on March 17, 2009, from http://www.ats.ucla.edu/stst/Spss/library/negalpha.htm
Okebukola, P. A. (1986). An investigation of some factors affecting students‘ attitudes toward laboratory chemistry. Journal of Chemical Education, 63, 531-532.
Osborne, J. et al. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079.
Papanastasiou, E. C., & Zembylas, M. (2004). Differential effects of science attitudes and science achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26, 259-280.
Ray, J. (1982). The construct validity of balanced Likert scales. The Journal of Psychology, 118, 141-142.
Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science & Technological Education, 20, 67.
Riestra, M. (1997). Fundamentos filosóficos de la educación. San Juan, PR: Editorial de la Universidad de Puerto Rico.
Rudd, J., Greenbowe, T. J., & Hand, B. (2002). Recrafting the general chemistry laboratory report. Journal of College Science Teaching, 31, 230-234.
Siegel, S., & Castellan, N. J., Jr. (1988). Nonparametric statistics for the behavioral sciences (2nd ed.). New York, NY: McGraw Hill, Inc.
Skinner, B. F. (1974). About behaviorism. New York: Vintage Books.
Sorge, C., Newsom, H. E., & Hagerty, J. J. (2000). Fun is not enough: Attitudes of Hispanic middle school students toward science and scientists. Hispanic Journal of Behavioral Sciences, 22, 332-346.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
Thompson, J., & Soyibo, K. (2002). Effects of lecture, teacher demonstrations, discussion and practical work on 10th graders‘ attitudes to chemistry and understanding of electrolysis. Research in Science & Technological Education, 20, 25.
Turmo, A. (2005, August). Gender differences in students‘ achievement, attitudes, and self-concept in science: New evidence from the TIMSS 2003 study in Norway. Article presented at the European Science Education Research Association (ESERA) Conference: Contributions of Research to Enhancing Students‘ Interest in Learning Science, Barcelona, Spain.
UCLA: Academic Technology Services, Statistical Consulting Group. (n.d.). SPSS FAQ What does Cronbach‘s alpha mean? Retrieved on March 17, 2009, from http://www.ats.ucla.edu/stst/Spss/library/negalpha.htm
Ziegler, A., & Heller, K. (2000). Conditions for self-confidence among boys and girls achieving highly in chemistry. Journal of Secondary Gifted Education, 11, 144-151.
El contenido que aparece en la Revista de Educación de Puerto Rico se distribuye gratuitamente y está disponible bajo las prácticas de acceso abierto, de acuerdo con la licencia de Creative Commons, Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0). Mediante estos principios, la revista y sus autores permiten a los lectores acceder, reproducir y compartir los textos completos de los artículos. Los usuarios deben dar crédito a los autores de forma razonable sin sugerir que tienen el apoyo de ellos. Bajo ninguna circunstancia, los lectores pueden hacer uso de los contenidos con propósitos comerciales. Los autores conservan los derechos de autor sobre sus trabajos.