Survey exploring views of scientists on current trends in chemistry education

Vamvakeros, X; Pavlatou, EA; Spyrellis, N

dc.contributor.author	Vamvakeros, X	en
dc.contributor.author	Pavlatou, EA	en
dc.contributor.author	Spyrellis, N	en
dc.date.accessioned	2014-03-01T01:34:43Z
dc.date.available	2014-03-01T01:34:43Z
dc.date.issued	2010	en
dc.identifier.issn	0926-7220	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/20816
dc.subject	Chemical Engineering	en
dc.subject	Teaching and Learning	en
dc.subject.other	CHEMICAL EDUCATION	en
dc.subject.other	PHILOSOPHICAL CONFUSION	en
dc.subject.other	TEACHERS VIEWS	en
dc.subject.other	SCIENCE	en
dc.subject.other	CONTEXT	en
dc.subject.other	CONSTRUCTIVISM	en
dc.title	Survey exploring views of scientists on current trends in chemistry education	en
heal.type	journalArticle	en
heal.identifier.primary	10.1007/s11191-009-9196-4	en
heal.identifier.secondary	http://dx.doi.org/10.1007/s11191-009-9196-4	en
heal.language	English	en
heal.publicationDate	2010	en
heal.abstract	A survey exploring the views of scientists, chemists and chemical engineers, on current trends in Chemistry Education was conducted in Greece. Their opinions were investigated using a questionnaire focusing on curricula (the content and process of chemistry teaching and learning), as well as on the respondents' general educational beliefs and their underlying epistemological views. The aim of this work was to investigate the respondents' opinions and, if possible, to identify the areas where convergence or even consensus occurred. The results showed that some of the items on the research questionnaire produced a high degree of agreement with the respondents' views, while a few others were exactly the opposite. These items are considered to be representative of more widespread views. In order to explore the diverging opinions, the items on the research questionnaire that showed great variance were analyzed to determine, whether or not there were significant inter-item correlations among subgroups of participants with different demographic characteristics. Postgraduate studies, professional occupation, age/experience, and career within or outside the wide educational sector were among the main factors that significantly influenced the research results. The study did not reveal any single belief framework underlying the opinions of the respondents. Nevertheless, three specific approach frameworks-ACADEMIC, CONSTRUCTIVIST and SCIENTIFIC REALISM-were analyzed to determine which had the highest degree of agreement. It was found that the SCIENTIFIC REALISM framework and the curriculum emphasis characteristic of the context-based CTSE (Chemistry, Technology, Society and Environment) prevailed, as they produced a significantly higher mean score. The ACADEMIC framework followed with a moderate mean score and the CONSTRUCTIVIST framework had a lower mean score. © Springer Science+Business Media B.V. 2009.	en
heal.publisher	SPRINGER	en
heal.journalName	Science and Education	en
dc.identifier.doi	10.1007/s11191-009-9196-4	en
dc.identifier.isi	ISI:000274042300001	en
dc.identifier.volume	19	en
dc.identifier.issue	2	en
dc.identifier.spage	119	en
dc.identifier.epage	145	en