(Montana State University - Bozeman, College of Letters & Science, 2017) Bagheri, Amelia; Chairperson, Graduate Committee: Greg Francis
This project investigated the impact of intentionally integrated inquiry-based modeling impacted student attitudes and achievement towards chemistry in a high school Advanced Placement Chemistry classroom. For two chapters of instruction, student learning was coupled with inquiry-based model creating. Students performed modeling regularly throughout the two chapters. Data collection for this project included pre-tests, post-tests, modeling performance assessments, surveys, and interviews. The results indicated a slight improvement in student attitudes and achievement in chemistry.
