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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorJones, Jennifer Annen
dc.date.accessioned2013-06-25T18:39:12Z
dc.date.available2013-06-25T18:39:12Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1581en
dc.description.abstractIn this investigation, chemistry content was taught in-context with real world examples in order to determine the effects of student learning and attitudes toward chemistry. Participants included one class of four high school students in an advanced chemistry course. The treatment included three in-context units including the topics of Gasoline, Biofuels, and Plastics. Student learning was assessed using Pre and Post-Knowledge Probes, Focused Listing, and Daily Diagnostic Learning Logs. Student attitude changes were assessed using surveys, interviews, and observations during small group discussions. Results indicated that student learning was positively impacted as all Post-test outcomes had an average increase of over 45%. Student interviews showed that attitudes were positively impacted as all students said they liked chemistry, and after the treatment, found enjoyment in knowing how the world works.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshChemistry.en
dc.subject.lcshHigh school students.en
dc.titleTeaching chemistry in context : the effect on student learning and attitudesen
dc.typeProfessional Paperen
dc.rights.holderCopyright Jennifer Ann Jones 2012en
thesis.catalog.ckey1954922en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Gravesen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage66en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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