Session S19a (Monday, 9:30am, Wartik 107)

P124: Instructional effects on self-concept in high school chemistry students

Sara Nielsen, Ellen Yezierski (Miami University, USA)

Research has shown that the affective domain, including self-concept, has a significant effect on student learning. High school students are still forming their opinions about chemistry, and it is important to understand how instruction affects their chemistry self-concept. Instruments in the literature designed to measure chemistry self-concept have typically been used to study undergraduate chemistry students. Situated in the cognitive beliefs system, we will explore the relationship between teachers’ instructional characteristics and students’ chemistry self-concept using the Reformed Teaching Observation Protocol and the Chemistry Self-Concept Inventory in high school classrooms representing a wide variety of school and teacher demographics. The instructional features of interest are teaching approaches, classroom climate, emphasis on conceptual understanding, and interactions among the students and the teacher.

Technical Symposia Schedule

Technical Symposia Schedule

Workshop Schedule

Workshop Schedule

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