Show full item record

File(s):

Author(s)

Choudoir, Christopher

Advisor(s)

Rosenthal, Jeffrey

Date

May 08, 2008

Subject(s)

Science--Study and teaching (Secondary); Science--Study and teaching (Secondary)--Evalution; Science--Ability testing; Inquiry (Theory of knowledge); Boyle's law; Active learning; Student centered learning; Effective teaching; Reflective teaching; High school science; High school chemistry; Chemistry; Boyle's gas law; Active thinking; Inquiry based science education; Science education

Abstract

Inquiry-based science education, in conjunction with reflective practice, promotes an educational environment of active thinking and improved comprehension of scientific phenomena. This study investigated how high school chemistry students formulated an understanding of Boyle’s Gas Law through two distinct educational approaches. Students in the control group of this study received a standard instructional approach: lecture, lab, and test. On the other hand, students in the experimental group received instruction via computer simulation, group discussion, reflection activities, laboratory assignment, and assessment. Objective analysis of calculations and data interpretation, in coordination with subjective assessment of student short-answer responses, demonstrates that students in the experimental group scored better on the laboratory activity and the two different assessment activities upon conclusion of the respective lessons.

Description

Plan B Paper. 2007. Master's of Science Education. Chemistry Department. 47 p. Includes bibliographical references (p. 32).

Permanent link

http://digital.library.wisc.edu/1793/24753 

Export

Export to RefWorks 

 

Part of

• UWRF Graduate Research Papers (Plan B Papers)
  

Show full item record