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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSmith, Jennifer Anneen
dc.date.accessioned2015-06-09T19:57:33Z
dc.date.available2015-06-09T19:57:33Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3594en
dc.description.abstractIn this study, Socratic seminars were implemented in chemistry classes for the purpose of promoting data analysis and interpretation. Socratic seminars are deliberate discussions surrounding a text. Students engaged in four separate seminars using a set of data as their text. The effectiveness of Socratic seminars in increasing student confidence, performance and frequency of scientific communication in relation to data analysis and interpretation was analyzed. The study revealed mixed results, especially with relation to achievement in data analysis and interpretation skills. Confidence levels generally increased. The greatest gains were made in student participation and the frequency and value of comments.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshChemistryen
dc.subject.lcshQuestioningen
dc.subject.lcshCritical thinkingen
dc.subject.lcshHigh school studentsen
dc.titleA classical approach to science : socratic seminars and data analysis and interpretationen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Jennifer Anne Smithen
thesis.catalog.ckey2731463en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Angie Sower.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage100en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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