The effects of guided inquiry on understanding high school chemistry

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMcDonnell, Julie Bethen
dc.date.accessioned2013-12-06T21:27:33Z
dc.date.available2013-12-06T21:27:33Z
dc.date.issued2013en
dc.description.abstractMy project sought to address the problem of passive, unmotivated students who leave labs and class activities still holding on to misconceptions. In this investigation, guided-inquiry labs and class activities were implemented with the purpose of improving student understanding in high school chemistry. Process Oriented Guided-Inquiry activities, guided-inquiry labs, and online investigations were completed during the stoichiometry and gas laws units in two chemistry classes with 57 students. Pre and postunit assessments, pre and postunit student interviews, pre and postintervention student surveys, unit tests, instructor field observations, colleague observations, instructor weekly journaling, and pre and postintervention teacher surveys were used to evaluate the effectiveness of the intervention. Overall, students showed increased conceptual understanding and problem-solving skills, with low and middle-achieving students showing the most growth in those areas. While postunit assessments and unit tests did not show measurable improvement in higher order thinking skills following intervention, students demonstrated increased engagement during class activities. Both the students and the teacher also experienced an increase in motivation as a result of the guided- inquiry intervention. The results of this study encourage increased use of guided inquiry in all units of chemistry and the rewriting of existing labs and activities to promote more higher-order thinking and student-directed learning.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2811en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Julie Beth McDonnellen
dc.subject.lcshChemistryen
dc.subject.lcshEighth grade (Education)en
dc.subject.lcshNotebooksen
dc.subject.lcshProcess-oriented guided inquiry learningen
dc.titleThe effects of guided inquiry on understanding high school chemistryen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2235945en
thesis.degree.committeemembersMembers, Graduate Committee: Jewel J. Reuter; John Paterson.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage91en

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