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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorOtruba, Sherry Annen
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.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshBlended learningen
dc.subject.lcshHigh school studentsen
dc.subject.lcshFlipped classroomsen
dc.titleThe effects of screencasting on the mastery of high school chemistry concepts and differentiation of instructionen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Sherry Ann Otrubaen
thesis.catalog.ckey2715326en, Graduate Committee: C. John Graves; John Patersonen of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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