ABSTRACT
Different teaching styles can impact student learning in many ways. The purpose of this study was to determine the effectiveness of Modeling Instruction on student achievement in a high school Chemistry course. Different tests were used to compare the data at the beginning of a school year and at the end of the school year. The tests used were to determine gains in chemistry content knowledge, abilities to reason scientifically, and attitudes about learning chemistry. The control group was taught by traditional instruction through the use of lecture, note-taking, and textbook guided assignments. The experimental group was taught by the use of the Modeling Curriculum from Arizona State University, which consists of daily group activities, including white-boarding, journal-writing, and self-discovery tactics. As far as concepts in Chemistry were concerned, based on Chemistry Concept Inventory normalized gains, there was a significant gain for the Modeling group independent of students prior exposure to Physical Science and gender. There was also a positive increase towards favorable attitudes in learning Chemistry for the Modeling sample, based on the Colorado Learning Attitudes about Science-Chemistry. The data in this study shows utilizing Modeling instruction in a high school Chemistry setting is effective for positive gains in content knowledge and attitudes about chemistry.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07102012-164634 |
| Date | 13 July 2012 |
| Creators | Barker, Jacqueline Grace |
| Contributors | Butler, Les, Browne, Dana, Slezak, Cyrill |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07102012-164634/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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