P760: Assessing high school students’ attitudes toward chemistry with a shortened semantic differential
Aims of science education are concerned not only with students’ cognition but also with students’ “affect,” an umbrella term for emotions, feelings, moods, and attitudes. Numerous studies have been conducted on student attitudes toward learning science in general; however studies concerning attitudes toward chemistry are limited in number. The purpose of this study was to adapt and use the shortened version of Bauer’s semantic differential ASCIv2 (Attitude toward the Subject of Chemistry Inventory version 2) developed and validated by Xu and Lewis (2011). Designed to avoid redundancy and assessment fatigue, the two-factor ASCIv2 is composed of eight items including polar adjectives that measure students’ intellectual and emotional attitudes. Following the translation and adaptation procedures, the inventory was administered to a total of 503 high school students at four public schools in Turkey. Examination of skewness and curtosis provided evidence for good normality of the item scores. For cross validation of the originally reported factor structure, factor analysis was conducted via maximum likelihood extraction technique with varimax rotation. The results showed that the original two factor structure of the ASCIv2 measuring intellectual and emotional attitudes was valid with some minor variations (one complex variable was eliminated from the analysis and one variable cross-loaded). According to descriptive analyses the students’ had average intellectual (M = 3.60, SD = 1.47) and emotional (M = 3.93, SD = 1.74) attitudes. Subsequent multivariate analysis of variance showed statistically significant relationships between former chemistry achievement and chemistry attitudes on both intellectual and emotional scales.