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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorWaverka, Kristin N.en
dc.date.accessioned2017-03-21T20:16:48Z
dc.date.available2017-03-21T20:16:48Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10107en
dc.description.abstractThe focus of this classroom research project was to determine the effectiveness of concept checks in effort to overcome the obstacle of the current watered-down Pre-AP Chemistry course. Sophomore students at Lewisville High School Harmon completed concept checks in a flipped Pre-AP Chemistry class as a means to acquire more content throughout the duration of the 18-week course. Students viewed lecture videos and displayed their understanding of chemistry topics presented in the videos through the completion of concept checks. The effectiveness of teacher-created concept checks was determined from data analysis of student interviews and surveys, summative assessment scores, and response data from concept checks. Through completion of this classroom research project, I gained insight on the effectiveness of teacher-created lecture videos and concept checks utilized in my flipped course.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshChemistryen
dc.subject.lcshConcept learningen
dc.subject.lcshFlipped classroomsen
dc.titleThe effectiveness of concept checks used prior to lecture in a flipped chemistry classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Kristin N. Waverkaen
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; Chris Bahnen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage55en


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