在化学学习中开发科学态度评估工具

Roshiana Maria Angelia Dewi Permata Gading, Eli Rohaeti
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引用次数: 0

摘要

作为学习过程的一个组成部分,态度反映了学生个体态度的发展和理解。培养学生的科学态度仍然是一个相对尚未得到认可的教育目标。本研究的目标如下(1) 为高中化学课开发科学态度评价工具的框架;以及 (2) 建立所开发的科学态度评价工具的信度和效度。本研究按照 Gable & Wolf(1993)的研究程序,进行情感领域的工具开发研究。本研究的参与者包括 250 名高中生。研究结果表明,"诚实 "因子对该工具的影响最大;而 "合作 "因子的载荷值最小,为 0.881。SEM 模型整体上具有与样本数据匹配的良好能力(拟合良好)。
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Developing an Instrument for Scientific Attitude Assessment In Learning Chemistry
A component of the learning process, attitude reflects the development and comprehension of the attitudes of individual students. The cultivation of scientific attitudes among students remains a relatively unacknowledged educational objective. The objectives of this study are as follows: (1) developing the framework of a scientific attitude assessment instrument intended for high school chemistry lesson; and (2) establishing the reliability and validity of the developed scientific attitude assessment instrument. This study performs instrument development research in the affective domain in accordance with Gable & Wolf's (1993) research procedures. The participants in this study comprised a sample of 250 high school students. The Result of this research is the Honesty factor is the most influential in this instrument; cooperation, on the other hand, has the weakest loading factor value at 0.881. The SEM model as a whole has good capabilities in terms of matching sample data (Good Fit). 
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