Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14695
Title: 
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Keywords: 
Other (Classroom environment)
Issue Date: 
Dec-2001
Citation: 
Quek, C. L., Wong, A. F. L., & Fraser, B. (2001, December). Determinants and effects of perceptions of chemistry classroom learning environments in secondary school gifted education classes in Singapore. Paper presented at the AARE Conference, Fremantle, Australia.
Abstract: 
The present study investigated the impact of the chemistry laboratory environment and
teacher-student interaction on student attitudes towards chemistry for 200 gifted secondaryschool
students in Singapore. The data were obtained using three instruments: the 35-item
Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher
Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA).
The study confirmed the reliability and validity of the Science Laboratory Environment
Inventory (adapted to create the CLEI) and the QTI for use in gifted chemistry laboratory
classrooms. Statistically significant associations were found between the nature of the
laboratory classroom environment and students' attitudes towards chemistry. Associations
were also found between the interpersonal behaviour of the chemistry teachers and
students' attitudes towards chemistry. Based on the findings, suggestions for improving the
chemistry laboratory classroom environment and the teacher-student interaction for gifted
students are provided.
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