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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorSwafford, Charles Ericen
dc.date.accessioned2017-03-21T20:16:56Z
dc.date.available2017-03-21T20:16:56Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10096en
dc.description.abstractWith the increasing number of standardized tests and the resulting implications, the need for quality class time with students has become even more important. Several techniques for improving instruction have been introduced over the past few years. One such technique is the flipped classroom model. This project investigated the effectiveness of the flipped model. Over the course of two units, student watched video lessons at home and class time was used for hands-on activities, laboratories and doing activities that traditionally would be considered homework in the presence of a teacher that can answer questions. The results of this study were then compared to a class taught using traditional techniques to determine the effectiveness.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshChemistryen
dc.subject.lcshFlipped classroomsen
dc.titleThe effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional settingen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Charles Eric Swafforden
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Daniel Lawveren
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage54en


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