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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > June  >
Research: Science and Education
Chemical Education Research
Attitudinal Effects of a Student-Centered Active Learning Environment
Maria T. Oliver-Hoyo
Department of Chemistry, North Carolina State University, Raleigh, NC 27695-8204

DeeDee Allen
Department of Natural Sciences, Wake Technical Community College, Raleigh, NC 27603

Cover
June 2005
Vol. 82 No. 6
p. 944
Abstract
The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in three areas, learning in chemistry, chemistry evaluation, and chemical handling. Qualitative student feedback was also collected and is summarized in this report on the attitudinal aspects of instruction.
More Information
*  Citation
 Oliver-Hoyo, Maria T.; Allen, DeeDee. J. Chem. Educ. 2005 82 944.
*  Keywords
 Chemical Education Research; First-Year Undergraduate / General; Learning Theories; Student-Centered Learning; Testing / Assessment
*  History
 Created:
Last Updated:		 April 27, 2005
May 6, 2005
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