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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorGlynn, James, Jr.en
dc.date.accessioned2013-12-18T19:34:32Z
dc.date.available2013-12-18T19:34:32Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2882en
dc.description.abstractIn this investigation flipping was used to see if improvement occurred in achievement and with students' attitudes toward chemistry. Flipping means lecture content usually delivered in the classroom was instead presented through asynchronous videos via the internet in advance of class. This was done in a suburban high school chemistry course. Results from unit tests were analyzed to see the change in summative achievement; while student surveys and interviews were analyzed to see the change in students' attitudes toward chemistry. Results revealed no significant change in achievement with only marginal improvement in positive attitudes toward chemistry. Student comments and interviews showed that students did not have a positive response to using flipping to introduce new content but had a positive attitude towards using flipping in other roles.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshChemistryen
dc.subject.lcshAlternative educationen
dc.subject.lcshHigh school studentsen
dc.subject.lcshFlipped classroomsen
dc.titleThe effects of a flipped classroom on achievement and student attitudes in secondary chemistryen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by James Glynn Jr.en
thesis.catalog.ckey2250895en
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.extentlastpage56en
mus.data.thumbpage18en


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