<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Namudar İzzet Kurbanoğlu</style></author><author><style face="normal" font="default" size="100%">Ahmet Akın</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">organic chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary education curriculum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479497436.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">University students’ achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students’ organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach’s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">391-400</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nilgün  Seçken</style></author><author><style face="normal" font="default" size="100%">Nuray Zan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">affective</style></keyword><keyword><style  face="normal" font="default" size="100%">Anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">graphic</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425757620.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students’ existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-46 </style></section></record></records></xml>