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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorOtruba, Sherry Annen
dc.date.accessioned2015-05-14T17:56:04Z
dc.date.available2015-05-14T17:56:04Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3584en
dc.description.abstractThe purpose of this study was to examine the effects of using screencasting of video lessons as homework followed by active learning strategies in class, flipping the traditional high school chemistry classroom. The goals of this project were to enhance understanding of chemistry concepts while providing differentiated instruction for gifted and talented students. A comparison was made between two nontreatment units of study, taught with traditional teacher-directed instruction, and three treatment units utilizing the flipped classroom mode of instruction. To determine the effectiveness of this treatment comparison of pretest and posttest scores, interview responses, survey data, and field observations were analyzed. Results of the study did not indicate improvement in the understanding of chemistry concepts, but did provide evidence for the achievement of improved differentiation of instruction.en
dc.language.isoenen_US
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshChemistry.en
dc.subject.lcshBlended education.en
dc.subject.lcshHigh school students.en
dc.subject.lcshFlipped classroom.en
dc.titleThe effects of screencasting on the mastery of high school chemistry concepts and differentiation of instructionen
dc.typeProfessional Paperen
dc.rights.holderCopyright Sherry Ann Otruba 2014en
thesis.catalog.ckey2715326en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); C. John Graves; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage104en
mus.data.thumbpage23en


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