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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorBetts, Daniel K.en
dc.date.accessioned2016-01-03T17:56:35Z
dc.date.available2016-01-03T17:56:35Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9240en
dc.description.abstractNew curricula seem to be placing a greater emphasis on inquiry laboratory work in the high school sciences. This study looked at how scaffolding guided inquiry chemistry experiments affected the students' ability to conduct an open inquiry experiment. The two guided inquiry labs used for the scaffolding focused on developing different design and analysis skills. Analysis of laboratory reports, observations, surveys and interviews were performed. The results showed a general improvement in terms of confidence, analysis ability, and ability to design an inquiry lab.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshChemistryen
dc.subject.lcshHigh school studentsen
dc.titleDoes scaffolding help to improve the open inquiry experience for chemistry students?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Daniel K. Betts.en
thesis.catalog.ckey2911028en
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; Chris Bahn.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage77en
mus.relation.departmentMaster of Science in Science Education.en_US
mus.data.thumbpage39en


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