期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2022
卷号：18
期号：2
DOI：10.21601/ijese/11841
语种：English
出版社：IJESE
摘要：The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students’ attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre- and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students’ attitudes toward chemistry, so we undertook interviews to investigate the project’s impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.
关键词：attitudes towards physics and chemistry;chemical literacy;teaching practices;citizen science educational projects
