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1993 Abstract
The Effectiveness of a Mobile Hands-on Science Program in Grades Four Through Six
Kathleen Sledge Lovgren
The purpose of this study was to evaluate the effectiveness of a mobile hands-on science program, known as The Science Van. The Program's objectives were to motivate elementary and middle school teachers to improve their teaching practices and attitudes in science as well as to improve student conceptual understanding through hands-on science activities. The study compared three methods for science lessons Textbook based, Video based and Science Van based. The study involved sixty-eight teachers from grades four through six with eighteen hundred students from Mecosta-Osceola Intermediate School District. The statistical analysis of the improvement means from pre-test to post-test scores showed no significant differences between methods. This analysis was based on classroom averages rather than individual student improvement, and on a test that may have been too difficult to detect improvement. The study also showed that although teacher attitudes toward science lessons have improved since their exposure to the Science Van program, the amount of time spent on science activities has not increased. Student interviews revealed a preference towards the hands-on approach.
1994 Abstract
Development of a Physical Science Laboratory Manual for Non-science Majors
Kendall Jay Sumerix
Students with a non-science background entering college often encounter difficulty fulfilling their science requirement. These students, in particular, tend to avoid the physical sciences. A general introductory course in physical science called Introduction To Physical Science, meets the minimum science requirement for most non-science programs. To provide a more complete "hands-on" educational experience for these students, a physical science laboratory manual was developed to promote success in and understanding of the physical sciences.
A fifteen week, fifteen laboratory exercise manual was developed which would coincide with topics being taught in lecture. During development of the laboratory, emphasis was placed on students setting up equipment and performing selected tasks. These labs would reinforce lecture topics and provide some real world applications. Pre-testing and post-testing were done to assess the impact of five individual laboratory exercises.
Analysis of the pretest and post -test scores revealed that the laboratory exercises did significantly improve student ability to understand basic scientific concepts. The students, several of whom had always despised science-related classes, indicated that the laboratory was their favorite part of the class. They were able to experience science "hands-on," which they then internalized and were able to apply, as their improved test scores indicate.
1995 Abstract
Female and Male Success in a Chemistry Classroom
Ellsen Lee Diamond
Two questions were addressed in this thesis Do female chemistry students show a higher level of achievement when taught by a female chemistry teacher than when taught by a male teacher? Second, do male chemistry students achieve higher grades than females chemistry students?
To address these questions, data was gathered from two groups of high school chemistry students over three years One group was taught by a female and the other taught by a male.
Results showed that female students have demonstrated the same level of achievement with either a female or male chemistry teacher. Second, the number of female students who receive high grades (87 percent and above) in chemistry is significantly less than the number of males who show the same level of achievement.
1996 Abstract
CAPA (Computer-Assisted Personalized Assignment System) in the High School Setting
Janet R. Bronson
The CAPA software has been used for several years in the college setting, but never in the high school setting. Instituting the CAPA software in the high school setting involved procuring the hardware, installing the software, and writing questions to be placed on the homework. The program produces a different homework assignment for each student while covering the same concepts. Using the computer system, the students are then allowed to try to answer the questions correctly as often as was necessary until the due date of the assignment. This system was tested on 100 chemistry students of differing abilities and was found to be well accepted and liked by the students and teacher.
1996 Abstract
A Plant Biochemistry Unit Designed for a High Achieving Secondary Classroom
Cheryl L. Hach
A unit on plant biochemistry was formulated for high achieving students enrolled in an elective organic chemistry class. The focus of the instruction was to improve the attitudes of students toward plant science and activities were chosen to provide high interest and hands-on experience. The main areas of study included some mechanisms that plants have evolved to assist in defense against predators and competitors, pollination strategies and energy conversions using photosynthesis and enzymes. Alternative assessment techniques were used for evaluation. These techniques included observation, group work and journal writing. Students responded positively to the content of the unit and reported, both verbally and in writing, that they gained insight into plants that they did not possess previously.
1996 Abstract
Forensic Science in the High School Classroom
Karen H. Pawloski
The high school science curriculum is in need of science courses which promote application of scientific concepts. In this thesis I have set about to design such a course based on forensic science and at the same time promote responsibility and higher level thinking among students. Included within the framework of the course is an emphasis on improving technical skills, the ability to work in groups and problem solving skills. I have integrated "real life" problems into the content. Assessment is through written work and oral presentations.
1997 Abstract
Comparison of High School Science Students' Achievement in a "Traditional" Classroom to Students Enrolled in an Integrated Curriculum Course
Dawn M. Schuen
The purpose of this study was to compare the achievement, mainly in science, of ninth grade students enrolled in an integrated studies program, the study group, to students enrolled in a 'regular' ninth grade science course, the control group. The integrated program (the block) incorporated the subjects of science, English, health, social studies, and technology during a three hour block of time while the two regular science courses met daily in the afternoon. All known variables were kept constant between the two groups. Each group had the same science teacher (me), were expected to meet the same outcomes (the Michigan Education Goals and Objectives for Science Education), were given the same instructional strategies (except for those involved in the interdisciplinary projects in the block which are discussed in the body of this paper), and were evaluated using the same tests, examinations, activities, and surveys. Student groups were compared through objective tests and subjective activities. Chi square statistics and examination of student samples were used to determine if there was a significant difference in student achievement between the two groups. There was not a significant difference between the two groups in any of the assessments and any differences can be attributed to chance.
1997 Abstract
Forensic Unit Application of Science and Math in the Junior Year
Pamela M. Tejkl
In this thesis I have created two units which are based on forensic science. They are a thematic approach which includes, several sciences such as chemistry and biology, in addition to math and technology. Several strategies of problem solving, wait time and higher level questioning are also included. Everyday circumstances and actual forensic techniques are used. There are two units because there are two locations. One location takes place in a non traditional school environment, while the other is at a traditional high school. I saw improvement in both locations.
1998 Abstract
Involving Parents in a Chemistry Curriculum
Karen Kay Canestraight
A program to increase parental involvement with their student's education was designed and implemented in five college prep chemistry courses. The primary goal was to increase the average time per week that parents and students spent interacting with each other about chemistry. Other goals included increasing student awareness of household chemicals and increasing the amount of independent laboratory work that students perform.
The primary method for achieving these goals was to have students perform a series of eight experiments at home that required the use of household chemicals. They then discussed the experiment with a parent and obtained their signature. A lab sheet was given with a few instructions and the teacher provided necessary materials.
A survey was given to both parents and students before and after the series of experiments. The average time that parents and students spent conversing with each other about chemistry increased somewhat but the time discussing other school issues was unaffected. Parents thought their involvement was beneficial and made excellent suggestions for improvement. Students resisted having to work independently but thought it was a unique, beneficial experience.
1998 Abstract
Comparison of High School Physics Students' Achievement in a Traditional Classroom to Students in a Discovery Based Classroom
Jeffery John Chorny
The purpose of this study is to compare student achievement in a high school physics unit on pressure using two different teaching methods. The control group was taught in a traditional teaching environment where students heard teacher lecture, saw teacher demonstrations, and were assigned physics problems from the textbook in an effort to learn the content. The test group received very little direct teacher instruction. Rather, students worked in small groups and were given investigative activities to construct their knowledge of the objectives. The test group recorded their leaning in research lab books and the teacher acted solely as a facilitator. Both groups were expected to master the same objectives and were given identical tests and quizzes. When comparing assessments, this study did not reveal extreme differences between the groups, but some key points can be noted when the data are analyzed. When assessments were analyzed more thoroughly, the test group showed a little more thorough understanding of the concepts and were able to apply these concepts in new situations.
1998 Abstract
Broadening the Scope Incorporating Biochemical Concepts into the High School Chemistry Curriculum
Sara Jane Dallas
The high school chemistry curriculum rarely makes connections to other scientific disciplines. As a result, students fail to see the relevance of Chemistry to other areas of study.
There are three purposes for including this unit on Biochemistry in the Chemistry curriculum 1. to make the chemistry course more interdisciplinary, 2. to make the laboratory experience more inquiry based and 3. to make the course relevant to all students.
Students' prior knowledge was assessed with a pretest. Student success was evaluated by their performance on laboratory activities, a hands-on assessment, and an objective unit test. Results of these assessments indicate the students made connections to other scientific disciplines and were successful in applying learned concepts to new problems. Also, results suggest that students function and learn better in inquiry activities that provide some structure.
1998 Abstract
Stoichiometry Unit Project
Luann Kuznicki Decker
Each student is a unique individual with his/her own personality and learning style. How does one teach to a varied group of individuals?
The Stoichiometry Unit Project is a basic chemistry unit that has been reconstructed to incorporate different teaching strategies so all of the different learning styles of the students may be embraced. The primary concern of this project was to provide the best possible learning environment for all of the students involved, keeping in mind their different learning styles.
A survey was given to every student to determine their learning-style preference(s). To insure that all of the students' learning styles were addressed, the following teaching strategies were incorporated laboratory activities, demonstrations, lectures, computer interaction, hands-on activities, writing opportunities, and group activities.
Test scores and unit scores were compared to those of a previous year and although the difference between the years was not statistically different, overall grades did improve. Based on writings, which included comments from the students, it was also found that the students, attitude towards learning improved.
1998 Abstract
A Constructivist Approach to Teaching Matter Classification as a Chemistry Unit
Suzanne Elizabeth Donley
A high school chemistry unit on the classification of matter was designed to provide more thought-provoking, student-designed activities. There were two goals for this new unit. First, the students should be able to distinguish, compare and find relationships between heterogeneous mixtures, homogeneous mixtures, compounds and elements. Second, the students should be able to experience conceptual change about matter by applying their critical thinking skills to hands-on, minds-on activities.
Varied assessments were used, including pre- and post-unit interviews, journal writing, laboratory exercises, group work, student-driven class discussions, and observations. With respect to content understanding, some activities were successful and some were not. All new activities that required mental engagement were effective in helping students stay motivated throughout the unit.
1998 Abstract
Laboratory Assessment in the Chemistry Classroom
Thomas Paul Hunt
The objective of this thesis is to propose a comprehensive strategy for Laboratory Assessment in the Chemistry Classroom that effectively evaluates and validates the learning that occurs during laboratory activities. This thesis provides the rationale and methods to implement a cohesive evaluation procedure incorporating ten different forms of laboratory assessment. This Laboratory Assessment procedure was tested on 92 chemistry students of differing abilities. The students and teacher found this comprehensive approach to laboratory assessment highly effective and enjoyable.
1998 Abstract
Polarity, Solutions, and Separation Science
Kenda Jo Lemont
This document reports teaching separate yet related topics of chemistry in a unified, thematic way. The concept of polar molecules with oppositely charged ends as the driving force behind solutions and separation science was used to help students link these important and difficult concepts. To motivate the students and help solidify the concepts, many student-directed, hands-on, visual, and relevant laboratory experiments were incorporated in instruction. I observed a positive attitude and even enthusiasm from the students about learning the concepts and performing the exercises in the unit. The evaluation instruments indicate that scores are approximately the same as those achieved in other units. However, the long-term retainment of the information was considerable, as indicated by posttests and interviews. This may be attributed to the students' use of information in motivating and memorable laboratory experiences.
1998 Abstract
A Constructivist Approach to Exploring Physical and Chemical Changes in the Junior High Classroom
Keith Alan Morris
This research project was designed to study the effectiveness of instructional materials created for a junior high science classroom. I employed a constructivist approach to teaching science that required students to explore concepts through hands-on laboratory investigations and construct meaning based on these experiences. This unit involved the study of physical and chemical changes in matter. The objectives of the unit match the goals and objectives presented in the Michigan Essential Goals and Objectives for Science Education (K-12). The goals of this research were to develop methodology 1.) To increase student understanding of the scientific principles discussed in the unit. 2.) To improve student interest and attitudes about science, and demonstrate how science relates to their every day lives. 3.) To increase communication about science related issues between students and parents. Students demonstrated a significant improvement in their understanding of the concepts taught in the unit as indicated by pre and post test scores. A survey of students indicated that their overall attitudes concerning science had improved, and also indicated an increase in communication between students and their parents. Overall, students were highly motivated and most of them thought that the techniques used in the unit were effective in helping them learn the material.
1998 Abstract
The Physics of Sound and Music
Eric J. Pulver
Students in physics classes did not appear to understand some of the basic concepts of wave mechanics, such as how and why waves move, wave types, and wave interference. Since sound is a wave phenomenon not utilized in the existing curriculum, a new unit on sound and music was developed to supplement the existing wave unit and reinforce these concepts. Through pre-test and post-test essays, subjects were quantitatively evaluated on their improvement in these conceptual areas after participating in the new unit. The sound and music unit itself was also qualitatively evaluated, as this was its first implementation. Overall, student understanding was increased due to the additional experiments and other activities provided in the sound and music unit.
1999 Abstract
Cooperative Learning in the Chemistry Classroom
Melissa Ann Flynn
Research has attempted to provide educators with various techniques to increase student learning. Cooperative learning is one such technique, which encourages students to work together in order to better understand a problem. The purpose of this study was to incorporate cooperative learning into the chemistry classroom to see if students retained information better and thus had a better feeling toward science as well as themselves as learners. The addition of the cooperative learning techniques in the first semester of the course showed positive differences in student achievement when compared to the previous year. This study focused not only on students' academic achievement, but their self-esteem as well. By using the cooperative learning process, students became more comfortable communicating with others and made them more secure in their abilities. The process also involves a change in the teacher's role from lecturer to facilitator to organize groups and to encourage working together. Different lessons and laboratory exercises had to be implemented for the program to work. This study used data from student tests as well as several surveys of the students as evaluative tools. The findings were that cooperative learning does increase the students' understanding of the material, retention of knowledge, and makes them feel better about themselves and school.
1999 Abstract
The Use of a Thematic Unit Based on Forensic Science to Enhance the Learning of General High School Chemistry
Peter H. Peterson
For this thesis, I have developed and evaluated a thematic unit based on forensic science. The unit incorporates many science disciplines in exploring forensic science, which include chemistry, physics, biology, and earth science. The unit also draws from computer technology, creative writing and mathematics. This unit was organized and taught around the theory of multiple intelligence and hands-on/minds-on instructional techniques. Over the past four years, the students participating in this study have shown improvement in learning and understanding as measured by four different evaluation instruments.
2000 Abstract
An Inquiry-based Laboratory Approach to Teach Units on Light and Waves/Sound in the High School Science Classroom
Deborah M. Coyne
The purpose of the research project was to develop laboratory exercises and manuals for light and waves/sound. An inquiry-based laboratory was the setting for teaching these manuals. The goals of this project were 1.) To write lab manuals for light, waves and sound that would cover the MEGOSE objectives. 2.) To write manuals so that students could understand and successfully follow the directions with little explanation from the teacher. 3.) To use an inquiry-based laboratory to improve students knowledge and retention on the topics of light, waves and sound, thus improving their test scores not only in my class but on the MEAP. Overall this project was successful. The students were able to do the lab activities successfully and improved their test scores in physical science. I will have to wait and see if there is improvement on the MEAP scores.
2001 Abstract
Assessment of the Learning Cycle and Inquiry Based Learning in High School Physics Education
Russell Lauren Billings
A 5-year research study was conducted on using the Learning Cycle and Inquiry Based Learning in the field of physics with high school students. The objective of the research was twofold: (Part l) to generally assess student response to the Learning Cycle as shown by enrollment trends; and (Part 2) to specifically assess the response and success of one group of students in that they enjoyed the instructional approach, learned the material as well if not better (than from traditional means), and demonstrated a proficiency of over 75% on tests and quizzes. It was hypothesized that the Learning Cycle would facilitate a greater learning and command of the concepts and make the subject matter more interesting, personal, and attainable to students. In Part I, qualitative data demonstrated a high interest level for the Learning Cycle, while quantitative data, collected from student enrollment trends, showed an increase of 56% over the course of the study. In Part 2, quantitative data was collected from one group of 28 students, using test and quiz scores and a student survey that included a personal, written response. From the student written responses, 75% enjoyed using the Learning Cycle; l0% felt they adequately learned; while 32% felt they learned better with the Learning Cycle. From the survey, 66% had favorable response to the Learning Cycle. A rubric grading system was used in the research to measure student competency, showing class test score averages equivalent to 85%. This demonstrates that the Learning Cycle is an effective teaching tool and does facilitate learning in an interesting way.
2002 Abstract
The Effectiveness of Student-Led Demonstrations in a High School Physics Class
Paul B. Ciske
During the 2001-2002 school year, the students in the physics class at Mio AuSable High School prepared and performed demonstrations for their fellow students on eleven physics topics: fluid mechanics, thermal energy, wave properties, sound, reflection, electrostatics, dc circuits, Newton's Laws, force components, circular motion and rotational motion. Data were collected using predetermined pretest and posttest questions to measure the effectiveness of using demonstrations in this way. Improvement was also studied using a student opinion survey and collections of student responses to test questions.
The data showed considerable improvement by the students in the eleven topic areas on the posttest compared to the pretest. The data were also examined to compare the scores of the students who performed the demonstrations to those of students who observed the demonstrations. The data showed that the presenters typically performed better on the posttest than the observers.
2004 Abstract
A Stoichiometry Unit
David Callaghan
Problem solving, especially stoichiometry, is very difficult for many students in an introductory chemistry class. The abstract, symbolic nature of chemistry is especially difficult for students who aren’t strong analytical thinkers. These students may be primarily visual, linguistic or other nonanalytical thinkers.
Research shows that there are ways to approach problems that will improve a student’s success. The purpose of this unit is to implement some of these methods to help students solve stoichiometry problems more successfully. The activities accentuated concrete and visual representations of the concepts to make the skills necessary to solve stoichiometry problems accessible to more students.
Although not all students were successful the posttest showed that most of the students could successfully solve the stoichiometry problems and many did exceptional work.
2005 Abstract
A Historical Approach to Studying Astronomy
Bradley Charles Baryo
This project was developed on the idea that most students need to have a better understanding of certain scientific concepts such as astronomy. The idea was to increase their background and historical knowledge which in turn would help them have a deeper understanding and better appreciation for the work that has already been done by scientists. This historical background knowledge would help with comprehension of future work in astronomy.
This goal was accomplished by taking information that most students could easily observe over the course of time with the naked eye, much like our ancient ancestors. I then built on these observations using activities such as demonstrations with discussions, labs, hands on activities and computer websites to teach students how scientists using experiments and better equipment, explained how the universe works. For each new lab or activity, I incorporated the background history that explained what scientists believed centuries ago and how we have progressed, over time, to the understanding of astronomy we have today.
Pre and post-test results were used as an indication of how many of the students knowledge increased over the course of this unit. I used an evaluation form to see what activities students liked and thought were helpful. The students needed to know not only how the universe works, but also what evidence scientists used to make their conclusions. The students also filled out evaluation forms that were useful in determining which activities were most beneficial.
2006 Abstract
Improving Student Comprehension in Chemistry Laboratories
Tracy Lynn Haroff
This study incorporated the use of activities and inquiry based labs in a high school chemistry curriculum to determine the effectiveness of their use in increasing student knowledge of the subject. The objectives of the unit were to increase student comprehension of stoichiometry concepts and to increase students’ critical thinking skills. The unit was evaluated for its effectiveness of increasing comprehension and critical thinking through the use of two pre and post test assessments contained within the unit, as well as a pre survey and a post survey of students’ attitudes of labs and learning science. The study revealed that the students’overall conceptual knowledge of stoichiometry increased as a result of the unit as evidenced by the post test scores.
2007 Abstract
The Design, Implementation, and Assessment of a Three Year Research Program at the High School Level
Andrew John Moore
Science education has seen many reforms in past years. The purpose of these reforms is to continually evolve and change to meet the changing needs of students. One of these needs is to learn how to "do" science, not just to memorize science facts and procedures. In this study, the author designed a three-year program in which students will be able to study an area of their own interest, learn experimentation skills, and ultimately design and perform a research project or their own design with the aid of a professional mentor. In the process of performing authentic research, students will gain valuable knowledge and skills, as well as participate in a process that will endear the student to the field of science and research.
Students in this program sophomores and juniors, participated in many activities and procedures that enabled them to perform authentic research. Students were assessed by the creativity, usefulness, and complexity of their project design. This three year research program has specific goals of achievement, and each student was assessed as to the level of attainment of these goals.
The students participating in this research program all showed a significant change in man aspects of their scientific knowledge, maturity, work ethic, ability to "do" science, to convey scientific knowledge orally and in written form, and to participate in the scientific community.
2007 Abstract
Improving Student Comprehension of Stoichiometric Concepts
Connie Lynn Bannick Kemner
Stoichiometry is a mathematical Chemistry concept. One use of stoichiometry is to determine how much product can be formed from a given amount of reactants.
The purpose of this study was to teach a variety of stoichiometric concepts to high school students. During the unit, students learned to do conversions related to balanced chemical equations, determine which reactant was the limiting reactant, and to determine percent yield. This was accomplished using lecture, class discussion, working through sample problems as a class, and a variety of laboratory activities. The majority of the unit was spent doing activities with the goal that students would be more engaged than if they were simply doing homework problems. Data were collected using pre-unit and post-unit surveys, pre-unit and post-unit tests, and answers from student work.
Test averages from the current year and 2005-2006 year were compared. Although the averages were not significantly different, the grades were higher this year. Also, based on student comments and teacher observations, the students seemed to enjoy the unit more and retained the information longer compared to previous years.
2007 Abstract
Teaching Weathering and Erosion with an Emphasis of Hands-On Activities to Middle School Students
Nicole McGaugh
During the 2005-2006 school years, seventh grade students at Holt Junior High School completed a unit on weathering and erosion. This unit was developed to include more hands-on activities for students. According to the Piaget theory, middle school students are in transition cognitively. Middle school students have concrete operational thought skills but many do not have formal operation thought skills. Based on this fact, middle school students learn the best when concrete activities are provided for them. From these concrete activities, students can have more success in mastering new concepts. Various new activities were developed to help students master concepts involving weathering and erosion. data were collected by using a pretest and posttest to measure the effectiveness of the various aactivities.
These data showed students had gained in their knowledge of weathering and erosion. Students were also successful in showing their knowledge by writing poetry at the end of the unit.
2007 Abstract
Teaching a Unit on Rocks and Minerals in an Earth Science Classroom
Michael R. Bause
Rocks and minerals are important components of the Earth Science curriculum. Rocks and minerals also play an important role in the students' daily lives. They need to understand not only the economic impact that rocks and minerals have on their lives, but also the enviironment of formation of rocks and minerals. This thesis contains a collection of demonstrations and activities that enabled my students to learn the concepts needed in order to be successful in an Earth Science classroom. The findings of this investigation are based on pre-and post-test assessments. A significant increase in student achievement suggests that after students are actively engaged in a variety of critical thinking, hands-on, cooperative learning activities, their understanding of rocks and minerals will increase.
2007 Abstract
The Effect of Data Acquisition-Probeware and Digital Video Analysis on Accurate Graphical Representation of Kinetics in a High School Physics Class
William B. Struck
The effects of two types of microcomputer-based methods on the ability of high school physics students to accurately graph kinetics using distance, velocity and acceleration versus time graphs were studied. Student graphing skills were evaluated before, during and after they used data acquisition=probeware (DAP) and digital video analysis (DVA) to investigate a varity of one-dimensional motions. Half of the students, placed in random groups, first investigated these motions with DAP and later with DVA. The other half of the students investigated the samemotions with the same equipment but in the reverse order. Both these strategies were found to be successful and complementary. There were indications student achievement was higher for velocity-time and accelertion-time graphs using the DVA method.
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