Sémantický diferenciál jako jedna z možností zkoumání postojů k chemii u žáků druhého stupně základních škol

Milan Kubiatko

doi:10.14712/18047106.277

Vol. 7 No. 1 (2016): sciED Research Reports

Semantic Differential as One of the Possibilities of Investigating Lower Secondary School Pupils’ Attitudes toward Chemistry

Milan Kubiatko, ¹

Katedra pedagogických štúdií Fakulta humanitných vied Žilinská univerzita

DOI: https://doi.org/10.14712/18047106.277

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Kubiatko, M. (2016). Semantic Differential as One of the Possibilities of Investigating Lower Secondary School Pupils’ Attitudes toward Chemistry. Scientia in Educatione, 7(1), 2-15. https://doi.org/10.14712/18047106.277

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Abstract

First, the study provides an example of work with semantic differential and second, it focuses on research on attitudes toward chemistry on the basis of data obtained via semantic differential. Chemistry belongs among less favorite school subjects, both in the
Czech Republic and abroad. Questionnaires with scaled items are the most often used research tools for the investigation of attitudes towards chemistry. Semantic differential is used relatively rarely. The aim of research was to find out lower secondary school pupils’ attitudes towards chemistry and investigate the influence of grade and gender on the attitudes toward chemistry with the use of semantic differential. The sample consisted of 71 lower secondary school pupils. The research tool comprised 20 adjectives on the seven point scale. The reliability of the research tool was determined by the use of Cronbach’s alpha coefficient, which indicated high reliability. The factor analysis divided adjectives into four dimensions. The neutral attitude toward chemistry was detected on the basis of
mean score. T-test showed a statistically significant gender differences with boys achieving a higher score. Youngest pupils also achieved a higher score in comparison with the older ones, but the difference was not statistically significant.

References

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Ten Berge, J. M. F. & Zegers, F. E. (1978). A series of lower bounds to the reliability of Search in Google Scholar
a test. Psychometrika, 43(4), 575–579. Search in Google Scholar
Urbánek, T. (2003). Psychosémantika: Psychosémantický přístup ve výzkumu Search in Google Scholar
a diagnostice. Brno: Pavel Křepela. Search in Google Scholar
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školy. Orbis scholae, 4(1), 111–128. Search in Google Scholar
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[1] Bauer, C. F. (2008). Attitude toward chemistry: a semantic differential instrument for Search in Google Scholar

[2] assessing curriculum impacts. Journal of Chemical Education, 85(10), 1 440–1 445. Search in Google Scholar

[3] Beauchamp, G. & Parkinson, J. (2008). Pupils’ attitudes towards school science as they Search in Google Scholar

[4] transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter? Education and Information Technologies, 13(2), 103–118. Search in Google Scholar

[5] Bendermacher, N. (2010). Beyond alpha: Lower bounds for the reliability of tests. Journal of Modern Applied Statistical Methods, 9(1), 95–102. Search in Google Scholar

[6] Beneš, P., Rusek, M. & Kudrna, T. (2015). Tradice a současný stav pomůckového zabezpečení edukačního chemického experimentu v České republice. Chemické listy, Search in Google Scholar

[7] (2), 159–162. Search in Google Scholar

[8] Bílek, M. (2008). Zájem žáků o přírodní vědy jako předmět výzkumných studií a problémy aplikace jejich výsledků v pedagogické praxi. Acta Didactica: FPV UKF Nitra. Search in Google Scholar

[9] Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th ed.). Search in Google Scholar

[10] Routledge: Oxford. Search in Google Scholar

[11] Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and Search in Google Scholar

[12] applications. Journal of Applied Psychology, 78(1), 98–104. Search in Google Scholar

[13] Cronbach, L. J. (1951). Coefficient Alpha and the internal structure of tests. Search in Google Scholar

[14] Psychometrika, 16(3), 297–334. Search in Google Scholar

[15] Dhindsa, H. S. & Chung, G. (1999). Motivation, anxiety, enjoyment and values Search in Google Scholar

[16] associated with chemistry learning among form 5 Bruneian students. Paper presented at Search in Google Scholar

[17] the MERA-ERA Joint Conference, Malacca, Malaysia. Search in Google Scholar

[18] Dopita, M. & Grecmanová, H. (2008). Středoškoláci a zájem o přírodní vědy. Search in Google Scholar

[19] e-Pedagogium, 8(4), 31–46. Search in Google Scholar

[20] Ferjenčík, J. (2000). Úvod do metodologie psychologického výzkumu. Praha: Portál. Search in Google Scholar

[21] Friborg, O., Martinussen, M. & Rosenvinge, J. H. (2006). Likert-based vs. semantic Search in Google Scholar

[22] differential-based scorings of positive psychological constructs: A psychometric Search in Google Scholar

[23] comparison of two versions of a scale measuring resilience. Personality and Individual Search in Google Scholar

[24] Differences, 40(5), 873–884. Search in Google Scholar

[25] Griffee, D. (1997). Validating a questionnaire on confidence in speaking English as Search in Google Scholar

[26] a foreign language. The JALT Journal, 19(2), 177–197. Search in Google Scholar

[27] Griffee, D. (1998). Can we validly translate questionnaire items from English to Search in Google Scholar

[28] Japanese? Shiken: JALT Testing & Evaluation SIG Newsletter, 2(1), 11–14. Search in Google Scholar

[29] Hertzog, M. A. (2008). Considerations in determining sample size for pilot studies. Search in Google Scholar

[30] Research in Nursing and Health, 31(2), 180–191. Search in Google Scholar

[31] Hofstein, A. & Mamlok-Naaman, R. (2011). High-School students’ attitudes toward and Search in Google Scholar

[32] interest in learning chemistry. Educacion Quimica, 22(2), 90–102. Search in Google Scholar

[33] Horská, V. (2009). Koučování ve školní praxi. Praha: Grada. Search in Google Scholar

[34] Cheung, D. (2009). Students’ attitudes toward chemistry lessons: the interaction effect Search in Google Scholar

[35] between grade level and gender. Research in Science Education, 39(1), 75–91. Search in Google Scholar

[36] Kan, A. & Akbas, A. (2006). Affective factors that influence chemistry achievement Search in Google Scholar

[37] (Attitude and self-efficacy) and the power of these factors to predict chemistry Search in Google Scholar

[38] achievement-I. Journal of Turkish Science Education, 3(1), 76–85. Search in Google Scholar

[39] Kocourková, V. & Šafránková, A. (2012). Postoje učitelů k sociálně znevýhodněným Search in Google Scholar

[40] žákům optikou sémantického diferenciálu. Media4u Magazine, 9(4), 61–67. Search in Google Scholar

[41] Kozák, V. & Fusek, P. (2005). Vnímání značky pivovaru XYZ. Kvasný Průmysl, 51(5), Search in Google Scholar

[42] –168. Search in Google Scholar

[43] Kubiatko, M., Švandová, K., Šibor, J. & Škoda, J. (2012) Vnímání chemie žáky druhého Search in Google Scholar

[44] stupně základních škol. Pedagogická orientace, 22(1), 82–96. Search in Google Scholar

[45] Machková, H. (2009). Mezinárodní marketing: nové trendy a reflexe změn ve světě. Search in Google Scholar

[46] Praha: Grada. Search in Google Scholar

[47] Menis, J. (1983). Attitudes towards chemistry as compared with those towards Search in Google Scholar

[48] mathematics, among tenth grade pupils (aged 15) in high level secondary schools in Search in Google Scholar

[49] Israel. Research in Science & Technological Education, 1(2), 185–191. Search in Google Scholar

[50] Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill. Search in Google Scholar

[51] Özden, M. (2008). An investigation of some aactors affecting attitudes toward chemistry Search in Google Scholar

[52] in university uducation. Essays in Education, Special Edition, 90–99. Search in Google Scholar

[53] Pavelková, I., Škaloudová, A. & Hrabal, V. (2010). Analýza vyučovacích předmětů na Search in Google Scholar

[54] základě výpovědí žáků. Pedagogika, 55(1), 38–61. Search in Google Scholar

[55] Průcha, J. & Veteška, J. (2012). Andragogický slovník. Praha: Grada. Search in Google Scholar

[56] Pustinová, Z. (2012). Učitel mateřského jazyka a ICT – problém? GRANT Journal, 1(2), Search in Google Scholar

[57] –44. Search in Google Scholar

[58] Rusek, M. (2011). Postoj žáků k předmětu chemie na středních odborných školách. Search in Google Scholar

[59] Scientia in educatione, 2(2), 23–37. Search in Google Scholar

[60] Rusek, M. (2013). Vliv výuky na postoje žáků SOŠ k chemii. Scientia in educatione, Search in Google Scholar

[61] (1), 33–47. Search in Google Scholar

[62] Sakamoto, M. (1996). The effect of translating survey questions. TUJ Working Papers in Search in Google Scholar

[63] Applied Linguistics, 9(1), 82–88. Search in Google Scholar

[64] Salta, K. & Tzougraki, C. (2004). Attitudes towards chemistry among 11th grade Search in Google Scholar

[65] students in high school in Greece. Science Education, 88(4), 535–547. Search in Google Scholar

[66] Škoda, J. & Doulík, P. (2009). Lesk a bída školního chemického experimentu. In Search in Google Scholar

[67] M. Bílek (Ed.), Výzkum, teorie a praxe v didaktice chemie XIX (238–254). Hradec Search in Google Scholar

[68] Králové: Gaudeamus. Search in Google Scholar

[69] Švandová, K. & Kubiatko, M. (2012). Faktory ovlivňující postoje studentů gymnázií Search in Google Scholar

[70] k vyučovacímu předmětu chemie. Scientia in educatione, 3(2), 65–78. Search in Google Scholar

[71] Ten Berge, J. M. F. & Zegers, F. E. (1978). A series of lower bounds to the reliability of Search in Google Scholar

[72] a test. Psychometrika, 43(4), 575–579. Search in Google Scholar

[73] Urbánek, T. (2003). Psychosémantika: Psychosémantický přístup ve výzkumu Search in Google Scholar

[74] a diagnostice. Brno: Pavel Křepela. Search in Google Scholar

[75] Vašťátková, J. & Chvál, M. (2010). K využití sémantického diferenciálu při autoevaluaci Search in Google Scholar

[76] školy. Orbis scholae, 4(1), 111–128. Search in Google Scholar

[77] Veselský, M. & Hrubišková, H. (2009). Zájem žáků o učební předmět chemie. Search in Google Scholar

[78] Pedagogická orientace, 19(3), 45–64. Search in Google Scholar

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