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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorIdleman, Bryan Daviden
dc.description.abstractDelivery of instruction can impact student learning in many ways. The purpose of this study was to determine the effectiveness of inquiry based instruction on student achievement and student attitude in high school Chemistry. Tests, surveys and interviews were used to compare data from one school year to the next. Quantitative data was gathered through a series of tests. These tests were used to determine gains in content knowledge and ability to solve problems. Surveys and interviews were used to measure qualitative data regarding the attitudes about learning chemistry. The control group was taught by traditional instruction through the use of lecture, note-taking, and textbook guided assignments. The experimental group was taught by the use of inquiry based lessons containing daily group activities, lab development, white-boarding and self-discovery tactics. The data in this study indicated that utilizing inquiry based instruction in the high school Chemistry classroom is an effective method for increasing content knowledge and positive attitudes about Chemistry.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshInquiry-based learningen
dc.titleInquiry based learning in the chemistry classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Bryan David Idlemanen, Graduate Committee: Eric Brunsell; Elinor Pulcini.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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