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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorBagheri, Ameliaen
dc.date.accessioned2018-03-19T16:25:30Z
dc.date.available2018-03-19T16:25:30Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13627en
dc.description.abstractThis project investigated the impact of intentionally integrated inquiry-based modeling impacted student attitudes and achievement towards chemistry in a high school Advanced Placement Chemistry classroom. For two chapters of instruction, student learning was coupled with inquiry-based model creating. Students performed modeling regularly throughout the two chapters. Data collection for this project included pre-tests, post-tests, modeling performance assessments, surveys, and interviews. The results indicated a slight improvement in student attitudes and achievement in chemistry.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshChemistryen
dc.subject.lcshHigh school studentsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshStudents--Attitudesen
dc.subject.lcshAcademic achievementen
dc.titleInquiry-based modeling in the high school chemistry classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Amelia Bagherien
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Chris Bahn.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage53en
mus.data.thumbpage21en


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