This manuscript was submitted to Journal of Turkish Science Education (TUSED) on 9 May 2016.
Measured by Attitude Scale towards Chemistry, Turkish students rated chemistry courses as dis-satisfied, being less-interested, and finding irrelevant to their lives. Chemistry grades are negatively significantly correlated with three factor dimensions and mathematics grades are negatively significantly correlated with satisfaction only.
Itemized Misconception Index (IM-Index) is suggested as a new index to quantify the degree of alternative conceptions produced by two-tier diagnostic test in chemistry education context. Based on Classical Test Theory (CTT), IM-Index approach offers a new way of conceptual learning in chemistry.
Based on Itemized Misconception Index (IM-Index), 13-item two-tier diagnostic test on phase diagrams shows that majors’ have high degree of alternative conceptions in a physical chemistry course at a public university located in North-West Turkey.
Invited as a Keynote Lecture for European Conference on Research in Chemical Education (ECRICE 2016) held in Barcelona and organised by Catalan Chemical Society. Further updates will be posted to this page.
The Science Teachers’ Pedagogical Discontentment (STPD) scale has formerly been developed in the United States and used since 2006. Based on the perceptions of selected teachers, the scale is deeply rooted in the cultural and national standards. Given these limitations, the measurement integrity of its scores has not yet been conclusively established internationally, such as in the Saudi Arabia context. The items of the scale are slightly tailored to make the instrument suitable in the specific context, such as with respect to country-based regulations, reforms, and everyday practices of science teachers and their professional development initiatives. Item-based descriptive statistics, the measure’s factor structure as opposed to its former validity studies, and factor-based reliability scores are investigated in the present report. Thus, this study extends the validity and reliability measures of the instrument to the international scale and further confirms its appropriateness to measure teacher attitudes towards inquiry-based science education initiatives.
Excited to note that as of May 13th, 2016, the status of this manuscript was changed to “Accepted Pending Revision” by RISE.