Chemistry Reference
In-Depth Information
4 Concluding Remarks
Findings in the chemistry education literature about students
affect related with
chemistry provide evidence that as a field of physical science, chemistry has a less
“masculine” image than physics. As a consequence, it is encouraging for chemistry
educators that in many studies, girls
'
affect related to chemistry is found
to be comparable and, in others, to be more positive in favor of girls. Though,
research concerning the impact of gender on chemistry attitudes or on other
affective variables remains very limited as compared to studies addressing science,
in general, and physical sciences, in particular. This underlines the need for further
research in the particular area of chemistry with respect to gender and affect.
Furthermore, researchers need to consider variables such as ethnicity and socio-
economic status that may mediate any gender impact on chemistry affect so as to
avoid producing misleading results (Scantlebury,
2012
).
This chapter suggests that conclusions drawn about student participation and
affect in physical sciences may not hold true for chemistry. For instance, in
Britner
and boys
'
'
s(
2008
) study, girls report higher science anxiety in physical sciences
than boys; however, the level of science anxiety may vary across the fields of
chemistry and physics. Similarly, that social persuasion is the major contributor to
girls
'
self-efficacy in life sciences and not in physical sciences does not provide
much information about its effect in chemistry. Although widely practiced in
research and reports, the use of “physical sciences” in reference to both physics
and chemistry could be misleading in interpreting information, especially given that
chemistry is viewed in a different way by many students.
The overall difference between genders regarding affect in chemistry and phys-
ics gains more meaning when looked at from an existentialist feminist theoretical
perspective. The distinction among certain natural sciences as “feminine” and
“masculine” has traditionally persisted over centuries and is likely to continue
being influential. If girls and boys are raised in different ways, encouraged by
their parents, teachers, and society at large by explicit and more implicit means to
behave in particular ways, then a focus on these means is both necessary and urgent.
Measures need to be taken and carefully planned in order to enhance students
'
'
affect related with chemistry and their participation in the chemistry field. Further-
more, chemistry educators, curriculum developers, and other stakeholders may take
advantage of the less masculine image of chemistry in enhancing girls
attitudes and
participation in science. Both students and parents may be exposed to women
chemists
'
s perceptions of
scientists and perceptions of relevance to own life (Barutcuo
˘
lu, Kahveci, &
¸ eker,
2011
). In addition, the goals of scientific literacy may be more readily
pursued by using chemistry subjects as means. Context-based chemistry may
prove to be a useful means in achieving this aim. For instance, socially relevant
topics in chemistry such as ozone depletion or harmful household cleaners may be
used as venture points in chemistry lessons to practice informed decision making as
well as to learn meaningful chemistry concepts.
'
work and personal lives to enhance young people
'
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