Phenomena in high school chemistry
| dc.contributor.advisor | Chairperson, Graduate Committee: Greg Francis | en |
| dc.contributor.author | Quackenbush, Thomas | en |
| dc.date.accessioned | 2021-11-16T17:34:04Z | |
| dc.date.available | 2021-11-16T17:34:04Z | |
| dc.date.issued | 2020 | en |
| dc.description.abstract | This study aimed to determine the effect on student engagement and content mastery of using phenomena as a precursor to lab instruction. The study was conducted with 14 students in an 11th and 12th grade AP Chemistry class at St. Monica Academy. The treatment lab was preceded by a phenomenon activity and was compared to labs not preceded by phenomenon activities. Data collected from pre- and post-lab content tests, student interviews and surveys, and teacher observations suggested that using phenomena before labs significantly improved content mastery in some cases, but not all. | en |
| dc.identifier.uri | https://scholarworks.montana.edu/handle/1/16332 | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, College of Letters & Science | en |
| dc.rights.holder | Copyright 2020 by Thomas Quackenbush | en |
| dc.subject.lcsh | Chemistry | en |
| dc.subject.lcsh | High school students | en |
| dc.subject.lcsh | Inquiry-based learning | en |
| dc.subject.lcsh | Problem solving | en |
| dc.subject.lcsh | Comprehension | en |
| dc.title | Phenomena in high school chemistry | en |
| dc.type | Professional Paper | en |
| mus.data.thumbpage | 24 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; John Paterson | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 55 | en |
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