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Date of Award
Campus Access Master's Report
Master of Science in Applied Science Education (MS)
Administrative Home Department
Department of Cognitive and Learning Sciences
Committee Member 1
Committee Member 2
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.
Spreitzer, Matthew G., "USING MODELING INSTRUCTION IN CHEMISTRY TO IMPROVE STUDENT LEARNING", Campus Access Master's Report, Michigan Technological University, 2017.