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Evaluating the Affective Dimension in Chemistry Education

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Abstract

Learning of scientific concepts, including chemistry concepts, is more than a cognitive process. Students’ affect consists of constructs such as attitude, interest, motivation, self-concept, values, and (6) moral values. All these six constructs play an important role in chemistry learning or chemistry education in general. Measurement of the affective domain is done through the methods of observation and self-report (e.g., using a questionnaire). The use of the observational method is based on the assumption that the affective characteristics can be seen from the behavior or deed that is shown and the psychological reactions which accompany it. The use of self-report methods is based on the assumption that it is the individual who knows the affective state of himself/herself. For the purpose of assessing the affective dimension, five principles need to be considered by a teacher/researcher. These principles are (1) the purpose of assessment, (2) what will be assessed, (3) what instruments are available, (4) the quality of the instruments, and (5) how to interpret the scores gained from the assessment process. In this chapter, I will discuss these principles.

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Authors and Affiliations

  1. Faculty of Mathematics & Science, State University of Malang (UM), Malang, Indonesia

    Sri Rahayu

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  1. Sri Rahayu
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Correspondence to Sri Rahayu .

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Editors and Affiliations

  1. Chemistry Education Division, Canakkale Onsekiz Mart Univ., Canakkale, Turkey

    Murat Kahveci

  2. Dept. of Chemistry, University of Nevada, Las Vegas, Las Vegas, Nevada, USA

    MaryKay Orgill

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Rahayu, S. (2015). Evaluating the Affective Dimension in Chemistry Education. In: Kahveci, M., Orgill, M. (eds) Affective Dimensions in Chemistry Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45085-7_2

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