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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorKennedy, Rodney Merleen
dc.date.accessioned2018-04-03T20:50:39Z
dc.date.available2018-04-03T20:50:39Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13671
dc.description.abstractIn higher education presentation of science content to students has traditionally been through lecture. Lecture, or direct instruction, is a very passive mode of learning for students. This study investigated whether the flipped classroom model of instruction is effective in improving student engagement and achievement in an introductory high school astronomy course. Students were surveyed and interviewed about their feelings of engagement in previous science classes as well as their feelings about the flipped classroom model. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous four classes in the areas of assignments, quizzes and labs.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshAstronomy.en
dc.subject.lcshHigh school students.en
dc.subject.lcshFlipped classrooms.en
dc.subject.lcshActive learning.en
dc.titleThe flipped classroom model in an introductory astronomy courseen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Rodney Merle Kennedyen
thesis.degree.committeemembersMembers, Graduate Committee: Greg Francis (chairperson); Kate Solberg; C. John Graves.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage51en
mus.data.thumbpage51


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