Research Hotbed in Chemistry and Student Attitude Towards the Laboratory DOI: https://doi.org/10.37843/rted.v11i1.190

Main Article Content

Chalela-Álvarez, G.
CO
Ávila-Ascanio, L.
CO
https://orcid.org/0000-0003-4039-6057

Abstract

It is recognized worldwide how vital the school chemistry laboratory is as a space for academic training. This article analyzed the influence of a research hotbed in chemistry on academic performance and attitudes towards the subject's school laboratory was in six eighth-grade students from the Cristo Rey Superior Normal School. The study consisted of five phases: statement of the problem, conceptualization, projection, interaction, and, finally, evaluation. The variation in academic performance was studied using the final grades of the chemistry subject in periods 1 to 4. The attitude of the students was analyzed using a field diary in addition to the filme record. Finally, measured the variation in anxiety levels was with a Spanish translation of the survey for measuring anxiety levels in the chemistry laboratory, designed by Bowen (1999). So far, considering the results obtained, it can be stated that academic performance is not directly influenced by attendance at the seedbed. Second, a positive evolution in emotions and attitudes towards the laboratory is demonstrated. Finally, group anxiety is expected to decrease. The results presented here agree with international antecedents, thus establishing a precedent in measuring pressure in the chemistry laboratory in the context of a national research hotbed.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

How to Cite
Chalela-Álvarez, G., & Ávila-Ascanio, L. F. (2021). Research Hotbed in Chemistry and Student Attitude Towards the Laboratory. Docentes 2.0 Journal, 11(1), 56–61. https://doi.org/10.37843/rted.v11i1.190
Section
Articles
Author Biography

Ávila-Ascanio, L., Autonomous university of Bucaramanga

Chemist from the Industrial University of Santander, Master's student in Education at the Autonomous University of Bucaramanga, TKT and IELTS certificate. He has taught Chemistry, English, Statistics, Mathematics, and Biology. He has been an educational institution coordinator. He has previous articles on zeolite synthesis (inorganic chemistry). His research lines include inorganic chemistry and Colombian secondary and middle school education.

Citaciones del Artículo



References

American Chemical Society (2018). ACS Guidelines and recommendations for reaching middle and high school chemistry. The American Chemical Society.

Benlloch-Pla, M. S.P.L. (2019). Ansiedad ante las ciencias y pruebas de evaluación científicas: efectos del nivel académico y genero. Revista Científica, 34(1), 20-33. http://orcid.org/0000-0003-4690-6556

Bennet, J. (2003). Teaching and learning science: A guide to recent research and its applications. Continuum.

Bouras, N. & Holt, G. (2007). Psychiatric and behavioral disorders in intellectual and developmental disabilities. Cambridge University Press.

Bowen, C. (1999). Development and score validation of a chemistry laboratory anxiety instrument (CLAI) for college chemistry students. Educational and psychological measurement, 59(1), 171-185. https://doi.org/10.1177%2F0013164499591012 DOI: https://doi.org/10.1177/0013164499591012

Candela, B. F. (2014). Aprendiendo a enseñar química. La CoRe y los PaP-eRs como instrumentos para identificar y desarrollar el CPC. Programa Editorial de la Universidad del Valle.

Grupo Banco Mundial. (2021). Gasto público en educación, total (% del PIB) - Colombia. https://datos.bancomundial.org/indicador/SE.XPD.TOTL.GD.ZS?end=2018&locations=CO&start=1979&view=chart

Hernández-Sampieri, R., Fernández-Collado, C. & Baptista-Lucio, P. (2014). Metodología de la investigación. McGraw Hill.

Hofstein, A. & Lunetta, V. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 201-218. DOI: https://doi.org/10.3102/00346543052002201

Johnstone, A. H. (1982). Macro and microchemistry. School Science Review, 64(227), 377-379.

Mazzone, L. (2007). The role of anxiety symptoms in school performance in a community sample of children and adolescents. BMC Public Health, 7(1), 347. DOI: https://doi.org/10.1186/1471-2458-7-347

Ministerio de Educación Nacional (1998). Serie Lineamientos Curriculares: Ciencias Naturales y educación ambiental .MEN .

Patiño-Goméz, Z. L. & Martínez-Toro, P. (2015). Formación en investigación de la educación superior pública en Colombia en tiempos de reforma a la ley 30 de 1992. (U. d. Valle, Ed.). Programa Editorial Universidad del Valle.

Pintrich, P. & De Groot, E. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40. DOI: https://doi.org/10.1037/0022-0663.82.1.33

Pozo, J. & Gómez, M. (1998). Aprender y Enseñar Ciencia: del conocimiento cotidiano al conocimiento científico. Morata.

Sánchez-Palacios, L. (2020). Impacto del aula virtual en el proceso de aprendizaje de los estudiantes de bachillerato general. Revista Tecnológica-Educativa Docentes 2.0, 9(1), 75-82. https://doi.org/10.37843/rted.v9i1.105 DOI: https://doi.org/10.37843/rted.v9i1.105

Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones

Similar Articles

1 2 3 4 > >> 

You may also start an advanced similarity search for this article.