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Date of Award


Document Type

Campus Access Master's Report

Degree Name

Master of Science in Applied Science Education (MS)

Administrative Home Department

Department of Cognitive and Learning Sciences

Advisor 1

Kedmon Hungwe

Committee Member 1

Bradley Baltensperger

Committee Member 2

Emily Dare


Modeling Instruction methods were implemented in a high school chemistry classroom over the course of two school years. Results of pretest - post test data from the Assessment of Basic Chemistry Concepts (ABCC) showed statistically significant gains. Cohen's d effect size measure was calculated, resulting in values that are considered large. The learning gains measured in this manner showed an increase in learning gains from the first year of implementation to the second. Other evidence of learning gains came in the form of classroom observations. The findings indicate the potential impact of using modeling instruction in chemistry.