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