Gender perspective on affective dimensions of chemistry learning

Affective Dimensions in Chemistry Education

Volumn , Issue , 2015, Pages 69-88

  Kahveci, Ajda ^a  

^a ÇANAKKALE ONSEKIZ MART UNIVERSITY   (Turkey)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84943387225     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-3-662-45085-7_4     Document Type: Chapter

References (69)

1. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
2. Alsop, S. (2003). Science education and affect. International Journal of Science Education, 25(9), 1043-1047.
3. Alsop, S. (2005). Bridging the Cartesian divide: Science education and affect. In S. Alsop (Ed.), Beyond Cartesian dualism: Encountering affect in the teaching and learning of science (pp. 3-16). Dordrecht: Springer.
4. Archer, L., Dewitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). "Balancing acts": Elementary school girls' negotiations of femininity, achievement, and science. Science Education, 96, 967-989.
5. Barnes, G., McInerney, D. M., & Marsh, H. W. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. Australian Educational Researcher, 32(2), 1-23.
6. Barton, A. C. (1998). Feminist science education. New York, NY: Teachers College Press.
7. Barutcuoğlu, S. S., Kahveci, A., Ş eker, H. (2011). Evaluation of using stories of scientist lives based on teacher views. Paper presented at the World Conference of New Trends in Science Education, Kuşadasi, Izmir.
8. Bazler, J. A., & Simonis, D. A. (1990). Are women out of the picture? Sex discrimination in science texts. The Science Teacher, 57(9), 24-26.
9. Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: BasicBooks, Inc.
10. Bohonak, N. M. (1995). Attracting and retaining women in graduate programs in computer science. In S. V. Rosser (Ed.), Teaching the majority: Breaking the gender barrier in science, mathematics, and engineering (pp. 169-180). New York: Teachers College Press.
11. Brandriet, A. R., Xu, X., Bretz, S. L., & Lewis, J. E. (2011). Diagnosing changes in attitude in firstyear college chemistry students with a shortened version of Bauer's semantic differential. Chemistry Education Research and Practice, 12, 271-278.
12. Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955-970.
13. Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002.
14. Cheung, D. (2009). Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75-91.
15. Crawley, F. E., & Black, C. B. (1992). Causal modeling of secondary science students' intentions to enroll in physics. Journal of Research in Science Teaching, 29(6), 585-599.
16. Department of Education and Science. (1975). Curricular differences for boys and girls: Education survey 21. London: Author.
17. Dhindsa, H. S., Chung, H. (1999). Motivation, anxiety, enjoyment and values associated with chemistry learning among Form 5 Bruneian students. Paper presented at the MERA-ERA joint conference, Malacca, Malaysia.
18. Ecklund, E. H., Lincoln, A. E., & Tansey, C. (2012). Gender segregation in elite academic science. Gender and Society, 26(5), 693-717.
19. Eisenhart, M. A., & Finkel, E. (1998). Women's science: Learning and succeeding from the margins. Chicago: The University of Chicago Press.
20. Eurostat. (2013a). "Education statistics"-Statistics explained. Retrieved from http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Education_statistics#Graduation_in_maths.2C_science_or_engineering
21. Eurostat. (2013b). "Human resources in science and technology"-Statistics explained. Retrieved from http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/Human_resources_in_science_and_technology
22. Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83, 55-75.
23. Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge: Harvard University Press.
24. Harvey, T. J., & Stables, A. (1986). Gender differences in attitudes to science for third year pupils: An argument for single-sex teaching groups in mixed schools. Research in Science and Technological Education, 4(2), 163-170.
25. Häussler, P., & Hoffmann, L. (2002). An intervention study to enhance girls' interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870-888.
26. Hofstein, A., Ben-Zvi, R., & Samuel, D. (1977). Attitudes of Israeli high-school students toward chemistry and physics: A comparative study. Science Education, 61(2), 259-268.
27. Hofstein, A., & Mamlok-Naaman, R. (2011). High-school students' attitudes toward and interest in learning chemistry. Educacion Quimica, 2-14.
28. Howes, E. V. (2002). Connecting girls and science: Constructivism, feminism, and science education reform. New York, NY: Teachers College Press.
29. Jones, M. G., Brader-Araje, L., Carboni, L., Carter, G., Rua, M. J., Banilower, E., et al. (2000). Tool time: Gender and students' use of tools, control, and authority. Journal of Research in Science Teaching, 38(8), 760-783.
30. Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192.
31. Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20(2), 131-140.
32. Kahveci, A., Southerland, S. A., & Gilmer, P. J. (2008). From marginality to legitimate peripherality: Understanding the essential functions of a women's program. Science Education, 92(1), 33-64.
33. Kerger, S., Martin, R., & Brunner, M. (2011). How can we enhance girls' interest in scientific topics? British Journal of Educational Psychology, 81, 606-628.
34. King, D., & Ritchie, S. M. (2012). Learning science through real-world contexts. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 1, pp. 69-79). Dordrecht, The Netherlands: Springer.
35. Klopfer, L. E. (1976). A structure for the affective domain in relation to science education. Science Education, 60(3), 299-312.
36. Koballa, T. R., Jr., & Glynn, S. M. (2007). Attitudinal and motivational constructs in science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 75-102). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
37. Lang, Q. C., Wong, A. F. L., & Fraser, B. J. (2005). Student perceptions of chemistry laboratory learning environments, student-teacher interactions and attitudes in secondary school gifted education classes in Singapore. Research in Science Education, 35, 299-321.
38. Lederman, M. (2003). Gender/InEquity in science education: A response. Journal of Research in Science Teaching, 40(6), 604-606.
39. Lewis, S. E., Shaw, J. L., Heitz, J. O., & Webster, G. H. (2009). Attitude counts: Self-concept and success in general chemistry. Journal of Chemical Education, 86(6), 744-749.
40. Menis, J. (1983). Attitudes toward chemistry as compared with those to mathematics among 10th grade students in high school in Israel. Research in Science and Technological Education, 1(2), 185-191.
41. Menis, J. (1989). Attitudes towards school, chemistry and science among upper secondary chemistry students in the United States. Research in Science and Technological Education, 7 (2), 183-190.
42. National Science Board. (2012). Science and engineering indicators 2012. Arlington, VA: Author.
43. National Science Foundation. (2013). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: Author.
44. Nichols, S. E., Gilmer, P. J., Thompson, A. D., & Davis, N. (1998). Women in science: Expanding the vision. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 967-978). Dordrecht, The Netherlands: Kluwer Academic Publishers.
45. Nieswandt, M. (2005). Attitudes toward science: A review of the field. In S. Alsop (Ed.), Beyond Cartesian dualism: Encountering affect in the teaching and learning of science (pp. 41-52). Dordrecht, The Netherlands: Springer.
46. Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44(7), 908-937.
47. Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (A report to the Nuffield Foundation). London: King's College.
48. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
49. Peltz, W. H. (1990). Can girls + science-stereotypes1/4Success? The Science Teacher, 57(9), 44-49.
50. Peng, S. S., & Jaffe, J. (1979). Women who enter male-dominated fields of study in higher education. American Educational Research Journal, 16(3), 285-293.
51. Ramsden, J. M. (1998). Mission impossible?: Can anything be done about attitudes to science? International Journal of Science Education, 20(2), 125-137.
52. Reiss, M. J. (2005). The importance of affect in science education. In S. Alsop (Ed.), Beyond Cartesian dualism: Encountering affect in the teaching and learning of science (pp. 17-25). Dordrecht, The Netherlands: Springer.
53. Rosser, S. V. (1997). Re-engineering female friendly science. New York: Teachers College Press.
54. Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th grade students in high schools in Greece. Science Education, 88, 535-547.
55. Sarantopoulos, P., & Tsaparlis, G. (2004). Analogies in chemistry teaching as a means of attainment of cognitive and affective objectives: A longitudinal study in a naturalistic setting, using analogies with a strong social content. Chemistry Education Research and Practice, 5(1), 33-50.
56. Scantlebury, K. (2002). A feminist pedagogy in undergraduate science: Conflicting concepts? In P. C. Taylor, P. J. Gilmer, & K. Tobin (Eds.), Transforming undergraduate science teaching (pp. 117-143). New York, NY: Peter Lang Publishing, Inc.
57. Scantlebury, K. (2012). Still part of the conversation: Gender issues in science education. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 1, pp. 499-512). The Netherlands: Springer.
58. Schiebinger, L. (1989). The mind has no sex?-Women in the origins of modern science. Cambridge, MA: Harvard University Press.
59. Schiebinger, L. (2001). Creating sustainable science. In M. Lederman & I. Bartsch (Eds.), The gender and science reader (pp. 466-482). New York: Routledge.
60. Shannon, A. G., Sleet, R. J., & Stern, W. (1982). School students' attitudes to science subjects. Australian Science Teachers Journal, 28(1), 77-82.
61. Steinkamp, M. W., & Maehr, M. L. (1984). Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal, 21(1), 39-59.
62. Tobias, S. (1997). Faces of feminism: An activist's reflections on the women's movement. Boulder, CO: Westview Press.
63. Trecker, J. L. (2001). Sex, science, and education. In M. Wyer, M. Barbercheck, D. Geisman, H. Örün-ö ztürk, & M. Wayne (Eds.), Women, science, and technology: A reader in feminist science studies (pp. 88-98). New York: Routledge.
64. Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568.
65. Vockell, E. L., & Lobonc, S. (1981). Sex-role stereotyping by high school females in science. Journal of Research in Science Teaching, 18(3), 209-219.
66. Weedon, C. (1997). Feminist practice and poststructuralist theory (2nd ed.). Cambridge, MA: Blackwell.
67. Weedon, C. (2000). Feminism, theory and the politics of difference. Malden, MA: Blackwell.
68. Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398.
69. Zohar, A., & Bronshtein, B. (2005). Physics teachers' knowledge and beliefs regarding girls' low participation rates in advanced physics classes. International Journal of Science Education, 27 (1), 61-77.