Research Article
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Year 2023, Volume: 7 Issue: 13, 65 - 74, 21.03.2023
https://doi.org/10.31458/iejes.1218321

Abstract

References

  • Adadan, E. (2015). Kimya öğretiminde yönlendirilmiş araştırmaya dayalı laboratuvar uygulamaları [Laboratory practices based on directed research in chemistry teaching]. In A. Ayas & M. Sözbilir, (Ed.), Kimya öğretimi [Chemistry teaching], (pp. 27–48). Ankara, Turkey: Pegem Akademi Yayınevi.
  • Aksu, G., Eser, M. T. & Güzeller, C. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları[Structural equation model applications with exploratory and confirmatory factor analysis]. Ankara, Turkey: Detay Yayıncılık.
  • Aladejana, F. O. (2006). Concept of teaching. In O. J Ehindero, & F. O. Aladejana (Eds.), Introduction to the teaching profession, (12–19). Lagos: Literamed Publications Ltd.
  • Aladejana, F. O. & Aderibigbe, O. (2007). Science laboratory environment and academic performance, Journal of Science Education and Technology, 16(6), 500-506. https://doi.org/10.1007/s10956-007-9072-4
  • Azizoğlu, N. & Uzuntiryaki, E. (2006). Chemistry laboratory anxiety scale. Hacettepe University Journal of Education, 30(30), 55-62. http://efdergi.hacettepe.edu.tr/shw_artcl-725.html
  • Bachman, L. F. (2004). Statistical analyses for language assessment book. Cambridge: Cambridge University.
  • Bowen, C. W. (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/10.1177/0013164499591012
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara, Turkey: Pegem Akademi Yayınevi.
  • Doğan, D., Atılgan, H. & Demirci, B. (2003). Genel kimya laboratuvarı sınıf çevresi ölçeği-gerçek formunun uyarlama çalışması. Eğitim Araştırmaları, 4(12), 56-63.
  • Dorman, J. P., Fisher, D. L. & Waldrip, B. G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D. Fisher & M. S. Khine, (Ed.), Contemporary approache store search on learning environments: World views (pp. 1-28). Singapore: World Scientific.
  • Eddy, R. M. (1996). Chemophobia in the college classroom: Extent, sources and student characteristics. (Doctoral dissertation, University of Pittsburgh). https://doi.org/10.1021/ed077p514
  • Erdem, A. R. (2011). Sınıf yönetimi [Classroom management]. In R. Sarpkaya, (Ed.), Sınıf disiplini ve kuralları [Class discipline and rules] (pp. 81-117). Ankara, Turkey: İhtiyaç Yayıncılık.
  • Erkuş, A. (2003). Psikometri üzerine yazılar [Essays on psychometry]. Ankara: Türk Psikologlar Derneği Yazıları.
  • Feyzioğlu, B., Demirdağ B., Akyıldız, M. & Eralp A. (2012). Constructing a perception scale: Chemistry teachers’ perceptions on laboratory applications. Journal of Turkish Science Education, 9(4), 44-63.
  • Fia S. D., Fosu-Ayarkwah C., & Obuobi-Ayim T. (2022). Causes, effects and management of science anxiety among senior high school students in Old Tafo municipality of Ghana. Open Journal of Psychology, 2(1), 46–57. https://doi.org/10.31586/ojp.2022.384
  • Freud, S. (1969). The problem of anxiety. New York: Norton Publishing.
  • Gezer, M. (2021). Örneklem seçimi ve örnekleme yöntemleri. B. Çetin, M. İlhan, & M. G. Şahin (Eds.), Eğitimde araştırma yöntemleri: Temel kavramlar, ilkeler ve süreçler (s. 133–159). Ankara, Turkey: Pegem Akademi.
  • Güneş, F. (2007). Yapılandırmacı yaklaşımla sınıf yönetimi [Classroom management with a constructivist approach]. Ankara, Turkey: Nobel Yayınevi.
  • Güzel, H. (2002, September). Fen bilgisi öğretmenlerinin laboratuvar kullanımı ve teknolojik yenilikleri izleme eğilimleri [Science teachers' use of laboratories and trends in monitoring technological innovations]. Paper presented at the 5th Science and Mathematics Education Congress, Ankara, Turkey.
  • Haertel, G. D., Walberg, H. J., & Haertel, E. H. (1981). Socio-psychological environments and learning: a quantitative synthesis. British Educational Research Journal, 7(1), 27–36.
  • Henderson, D., Fisher, D. L. & Fraser, B. J. (1995). Gender differences in biology students' perceptions of actual and preferred learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70, 33-40.
  • Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28 (2), 115-135. https://doi.org/10.1080/0022027980280201
  • Hofstein, A. & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of art. Chemistry Education Research and Practice, 8, 105-107.
  • Hung, F. U. & Chin, A. K. (1988). Sharing of experiences-application of discovery method to teaching. Education Journal, 16(1), 85–96.
  • İlhan, M. & Çetin, B. (2014). Comparing the analysis results of the structural equation models (SEM) conducted using LISREL and AMOS. Journal of Measurement and Evaluation in Education and Psychology, 5(2), 26–42.
  • İlhan, M. & Gezer, M. (2021). Araştırmaların sınıflandırılması. B. Çetin, M. İlhan, & M. G. Şahin (Eds.), Eğitimde araştırma yöntemleri: Temel kavramlar, ilkeler ve süreçler (s. 101–132). Pegem Akademi.
  • Karslı, F. & Ayas, A. (2013). Farklı kavramsal değişim yöntemleri ile alternatif kavramlari gidermek ve bilimsel süreç becerilerini geliştirmek mümkün müdür? Elektrokimyasal piller örneği [Is it possible to eliminate alternative conceptions and to improve scientific process skills with different conceptual change methods? ‘An example of electrochemical cells’]. Bilgisayar ve Eğitim Araştırmaları Dergisi [Journal of Computer and Education Research], 1(1), 1-26.
  • Lee, S. S. U. & Fraser, B. J. (2001, March). High school science classroom learning environments in Korea. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis.
  • Mayer, R. E. (2003). Learning and instruction. Pearson Education, Inc, Upper Saddle River, 287–288.
  • Meyers, L. S, Gamst, G. & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. London: Sage Publishing.
  • Miller, L. D. & Mitchell, C. E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21(4), 353-359.
  • Moos, R. H. & Trickett, E. J. (1987). Classroom environment scale manual (2nd Ed.). Palo Alto, CA: Consulting Psychologists Press.
  • National Research Council, (1996). National science education standarts. Washington, DC: National Academy Press.
  • National Research Council, (2000). Inquiry and the national science education standarts. Washington, DC: National Academy Press. https://doi.org/10.17226/9596
  • Olubu, O. M. (2015), Effects of laboratory learning environment on students’ learning outcomes in secondary school chemistry. International Journal of Arts & Science, 8(2), 507-525.
  • Quek, C. L., Wong, F. L. & Fraser, B. J. (1998, April). Teacher–student interaction among gifted chemistry students in Singapore secondary schools. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, San Diego.
  • Raines-Eudy, R. (2000). Using structural equation modeling to test for diffenratial reliability and validity: An empsirical demonstration. Structural Equation Modeling, 7(1), 124–141. https://doi.org/10.1207/S15328007SEM0701_07
  • Sert-Çıbık, A. & İnce–Aka, E. (2021). Student views on attitudes towards chemistry laboratory skills. Online Science Education Journal, 6(2), 100-113.
  • Shields, D. J. (2006). Causes of mathematics anxiety. The student perspective. (Doctoral dissertation, Indiana University of Pennyslvania, Indiana).
  • Silberman, C.E. (1973). The open classroom readers. New York: Random Press.
  • Singer, S., Hilton, M. & Schweinger, H. (2005). Needing a new approach to science labs. The Science Teacher, 72(7), 10.
  • Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M. & Hofstein, A. (2008). Evidence for teachers’ change while partipating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory, International Journal of Science Education, 30(5), 593-617. https://doi.org/10.1080/09500690701854840
  • Taylor, B. A. & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297–313.
  • Tooke, D. J. L. & Lindstrom, L. C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of pre-service elementary teachers. School Science & Mathematics, 98(3), 136–142. https://doi.org/10.1111/j.1949-8594.1998.tb17406.x
  • Urbina, S. (2004). Essentials of psychological testing. New Jersey: John Wiley & Sons.
  • Uşaklı, H. & Akpınar, E. (2015). Improving science laboratory anxiety scale (SLAS). Kastamonu Education Journal, 23(3), 1241–1250.
  • Ünal, A. & Kılıç, M. S. (2016). Analysis of pre-service science teachers’ anxiety situations towards laboratory. The Western Anatolia Journal of Educational Sciences, 7(14), 21–32.
  • Wilson, B. (1996). Constructivist learning environments: Englewood cliffs. Educational Technology Publications.
  • Wong, A. F. L., Young, D. J. & Fraser, B. J. (2006). A multilevel analysis of learning environments and student attitudes. Educational Psychology: An International Journal of Experimental Educational Psychology, 449-468. https://doi.org/10.1080/0144341970170406
  • Wynstra, S. & Cummings, C. (1990, October). Science anxiety: Relation with gender, year in chemistry class, achievement and test anxiety. Paper presented at the 12th Annual Meeting of the Midwestern Educational Research Association, Chicago, IL.

Examination of the Relationship between University Students’ Perceptions Regarding the Chemistry Laboratory Environment and their Chemistry Laboratory Anxiety

Year 2023, Volume: 7 Issue: 13, 65 - 74, 21.03.2023
https://doi.org/10.31458/iejes.1218321

Abstract

This research examined the relationship between university students’ perceptions of the chemistry laboratory environment and their chemistry laboratory anxieties. The method of the study is correlational research. The study was conducted on 281 university students who enrolled in biology, physics, chemistry, and science teaching programs and took the chemistry laboratory course. The chemistry laboratory classroom environment scale and the chemistry laboratory anxiety scale were used to collect research data. The obtained data were analyzed via the structural equation model. The research results revealed that students’ perceptions of the chemistry laboratory environment were a significant predictor for their chemistry laboratory anxiety. Furthermore, it was determined that 13% of the variance in laboratory anxiety was explained by the perceptions of the laboratory environment.

References

  • Adadan, E. (2015). Kimya öğretiminde yönlendirilmiş araştırmaya dayalı laboratuvar uygulamaları [Laboratory practices based on directed research in chemistry teaching]. In A. Ayas & M. Sözbilir, (Ed.), Kimya öğretimi [Chemistry teaching], (pp. 27–48). Ankara, Turkey: Pegem Akademi Yayınevi.
  • Aksu, G., Eser, M. T. & Güzeller, C. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları[Structural equation model applications with exploratory and confirmatory factor analysis]. Ankara, Turkey: Detay Yayıncılık.
  • Aladejana, F. O. (2006). Concept of teaching. In O. J Ehindero, & F. O. Aladejana (Eds.), Introduction to the teaching profession, (12–19). Lagos: Literamed Publications Ltd.
  • Aladejana, F. O. & Aderibigbe, O. (2007). Science laboratory environment and academic performance, Journal of Science Education and Technology, 16(6), 500-506. https://doi.org/10.1007/s10956-007-9072-4
  • Azizoğlu, N. & Uzuntiryaki, E. (2006). Chemistry laboratory anxiety scale. Hacettepe University Journal of Education, 30(30), 55-62. http://efdergi.hacettepe.edu.tr/shw_artcl-725.html
  • Bachman, L. F. (2004). Statistical analyses for language assessment book. Cambridge: Cambridge University.
  • Bowen, C. W. (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/10.1177/0013164499591012
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Ankara, Turkey: Pegem Akademi Yayınevi.
  • Doğan, D., Atılgan, H. & Demirci, B. (2003). Genel kimya laboratuvarı sınıf çevresi ölçeği-gerçek formunun uyarlama çalışması. Eğitim Araştırmaları, 4(12), 56-63.
  • Dorman, J. P., Fisher, D. L. & Waldrip, B. G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D. Fisher & M. S. Khine, (Ed.), Contemporary approache store search on learning environments: World views (pp. 1-28). Singapore: World Scientific.
  • Eddy, R. M. (1996). Chemophobia in the college classroom: Extent, sources and student characteristics. (Doctoral dissertation, University of Pittsburgh). https://doi.org/10.1021/ed077p514
  • Erdem, A. R. (2011). Sınıf yönetimi [Classroom management]. In R. Sarpkaya, (Ed.), Sınıf disiplini ve kuralları [Class discipline and rules] (pp. 81-117). Ankara, Turkey: İhtiyaç Yayıncılık.
  • Erkuş, A. (2003). Psikometri üzerine yazılar [Essays on psychometry]. Ankara: Türk Psikologlar Derneği Yazıları.
  • Feyzioğlu, B., Demirdağ B., Akyıldız, M. & Eralp A. (2012). Constructing a perception scale: Chemistry teachers’ perceptions on laboratory applications. Journal of Turkish Science Education, 9(4), 44-63.
  • Fia S. D., Fosu-Ayarkwah C., & Obuobi-Ayim T. (2022). Causes, effects and management of science anxiety among senior high school students in Old Tafo municipality of Ghana. Open Journal of Psychology, 2(1), 46–57. https://doi.org/10.31586/ojp.2022.384
  • Freud, S. (1969). The problem of anxiety. New York: Norton Publishing.
  • Gezer, M. (2021). Örneklem seçimi ve örnekleme yöntemleri. B. Çetin, M. İlhan, & M. G. Şahin (Eds.), Eğitimde araştırma yöntemleri: Temel kavramlar, ilkeler ve süreçler (s. 133–159). Ankara, Turkey: Pegem Akademi.
  • Güneş, F. (2007). Yapılandırmacı yaklaşımla sınıf yönetimi [Classroom management with a constructivist approach]. Ankara, Turkey: Nobel Yayınevi.
  • Güzel, H. (2002, September). Fen bilgisi öğretmenlerinin laboratuvar kullanımı ve teknolojik yenilikleri izleme eğilimleri [Science teachers' use of laboratories and trends in monitoring technological innovations]. Paper presented at the 5th Science and Mathematics Education Congress, Ankara, Turkey.
  • Haertel, G. D., Walberg, H. J., & Haertel, E. H. (1981). Socio-psychological environments and learning: a quantitative synthesis. British Educational Research Journal, 7(1), 27–36.
  • Henderson, D., Fisher, D. L. & Fraser, B. J. (1995). Gender differences in biology students' perceptions of actual and preferred learning environments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  • Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 70, 33-40.
  • Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28 (2), 115-135. https://doi.org/10.1080/0022027980280201
  • Hofstein, A. & Mamlok-Naaman, R. (2007). The laboratory in science education: The state of art. Chemistry Education Research and Practice, 8, 105-107.
  • Hung, F. U. & Chin, A. K. (1988). Sharing of experiences-application of discovery method to teaching. Education Journal, 16(1), 85–96.
  • İlhan, M. & Çetin, B. (2014). Comparing the analysis results of the structural equation models (SEM) conducted using LISREL and AMOS. Journal of Measurement and Evaluation in Education and Psychology, 5(2), 26–42.
  • İlhan, M. & Gezer, M. (2021). Araştırmaların sınıflandırılması. B. Çetin, M. İlhan, & M. G. Şahin (Eds.), Eğitimde araştırma yöntemleri: Temel kavramlar, ilkeler ve süreçler (s. 101–132). Pegem Akademi.
  • Karslı, F. & Ayas, A. (2013). Farklı kavramsal değişim yöntemleri ile alternatif kavramlari gidermek ve bilimsel süreç becerilerini geliştirmek mümkün müdür? Elektrokimyasal piller örneği [Is it possible to eliminate alternative conceptions and to improve scientific process skills with different conceptual change methods? ‘An example of electrochemical cells’]. Bilgisayar ve Eğitim Araştırmaları Dergisi [Journal of Computer and Education Research], 1(1), 1-26.
  • Lee, S. S. U. & Fraser, B. J. (2001, March). High school science classroom learning environments in Korea. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis.
  • Mayer, R. E. (2003). Learning and instruction. Pearson Education, Inc, Upper Saddle River, 287–288.
  • Meyers, L. S, Gamst, G. & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. London: Sage Publishing.
  • Miller, L. D. & Mitchell, C. E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21(4), 353-359.
  • Moos, R. H. & Trickett, E. J. (1987). Classroom environment scale manual (2nd Ed.). Palo Alto, CA: Consulting Psychologists Press.
  • National Research Council, (1996). National science education standarts. Washington, DC: National Academy Press.
  • National Research Council, (2000). Inquiry and the national science education standarts. Washington, DC: National Academy Press. https://doi.org/10.17226/9596
  • Olubu, O. M. (2015), Effects of laboratory learning environment on students’ learning outcomes in secondary school chemistry. International Journal of Arts & Science, 8(2), 507-525.
  • Quek, C. L., Wong, F. L. & Fraser, B. J. (1998, April). Teacher–student interaction among gifted chemistry students in Singapore secondary schools. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, San Diego.
  • Raines-Eudy, R. (2000). Using structural equation modeling to test for diffenratial reliability and validity: An empsirical demonstration. Structural Equation Modeling, 7(1), 124–141. https://doi.org/10.1207/S15328007SEM0701_07
  • Sert-Çıbık, A. & İnce–Aka, E. (2021). Student views on attitudes towards chemistry laboratory skills. Online Science Education Journal, 6(2), 100-113.
  • Shields, D. J. (2006). Causes of mathematics anxiety. The student perspective. (Doctoral dissertation, Indiana University of Pennyslvania, Indiana).
  • Silberman, C.E. (1973). The open classroom readers. New York: Random Press.
  • Singer, S., Hilton, M. & Schweinger, H. (2005). Needing a new approach to science labs. The Science Teacher, 72(7), 10.
  • Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M. & Hofstein, A. (2008). Evidence for teachers’ change while partipating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory, International Journal of Science Education, 30(5), 593-617. https://doi.org/10.1080/09500690701854840
  • Taylor, B. A. & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297–313.
  • Tooke, D. J. L. & Lindstrom, L. C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of pre-service elementary teachers. School Science & Mathematics, 98(3), 136–142. https://doi.org/10.1111/j.1949-8594.1998.tb17406.x
  • Urbina, S. (2004). Essentials of psychological testing. New Jersey: John Wiley & Sons.
  • Uşaklı, H. & Akpınar, E. (2015). Improving science laboratory anxiety scale (SLAS). Kastamonu Education Journal, 23(3), 1241–1250.
  • Ünal, A. & Kılıç, M. S. (2016). Analysis of pre-service science teachers’ anxiety situations towards laboratory. The Western Anatolia Journal of Educational Sciences, 7(14), 21–32.
  • Wilson, B. (1996). Constructivist learning environments: Englewood cliffs. Educational Technology Publications.
  • Wong, A. F. L., Young, D. J. & Fraser, B. J. (2006). A multilevel analysis of learning environments and student attitudes. Educational Psychology: An International Journal of Experimental Educational Psychology, 449-468. https://doi.org/10.1080/0144341970170406
  • Wynstra, S. & Cummings, C. (1990, October). Science anxiety: Relation with gender, year in chemistry class, achievement and test anxiety. Paper presented at the 12th Annual Meeting of the Midwestern Educational Research Association, Chicago, IL.
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Duygu Bilen 0000-0002-8327-7122

Early Pub Date March 13, 2023
Publication Date March 21, 2023
Submission Date December 13, 2022
Published in Issue Year 2023 Volume: 7 Issue: 13

Cite

APA Bilen, D. (2023). Examination of the Relationship between University Students’ Perceptions Regarding the Chemistry Laboratory Environment and their Chemistry Laboratory Anxiety. International E-Journal of Educational Studies, 7(13), 65-74. https://doi.org/10.31458/iejes.1218321

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