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Teaching chemistry concepts using di...

Collins, Betsy C.

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Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus./
作者:	Collins, Betsy C.
面頁冊數:	113 p.
附註:	Source: Masters Abstracts International, Volume: 52-03.
Contained By:	Masters Abstracts International52-03(E).
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1548205
ISBN:	9781303535031

Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus.
Collins, Betsy C.

Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus. - 113 p.

Source: Masters Abstracts International, Volume: 52-03.

Thesis (M.S.)--Michigan State University, 2013.

Today's high school classrooms are composed of students with different levels of knowing and ways of understanding. Differentiating the type of work that they are asked to do to achieve the same objective is one way to meet each student's special circumstances on a somewhat equal playing field. By doing so, students are being challenged at their level rather than just blindly going through the same motions that they see others around them doing. Offering students choices to better understand a concept places the student in the driver seat of their educational journey. The purpose of this research project was to design and implement choice activities within the chemistry classroom to more appropriately teach and assess chemistry concepts and assess understanding of those concepts. These choice activities included tiered-laboratory investigations and activity menus.

ISBN: 9781303535031Subjects--Topical Terms:

1017897
Education, Sciences.

Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus.
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500 $a Adviser: Merle Heidemann.
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520 $a Today's high school classrooms are composed of students with different levels of knowing and ways of understanding. Differentiating the type of work that they are asked to do to achieve the same objective is one way to meet each student's special circumstances on a somewhat equal playing field. By doing so, students are being challenged at their level rather than just blindly going through the same motions that they see others around them doing. Offering students choices to better understand a concept places the student in the driver seat of their educational journey. The purpose of this research project was to design and implement choice activities within the chemistry classroom to more appropriately teach and assess chemistry concepts and assess understanding of those concepts. These choice activities included tiered-laboratory investigations and activity menus.
520 $a This project was implemented over the course of two trimesters in a high school chemistry classroom. Topics covered included calculating and interpreting density and applying significant figures, calculating and interpreting percent composition with the mole concept, and stoichiometry. The effectiveness of the tiered-labs and activity menus were evaluated using pre and post test comparisons, student surveys, and general in-class observations. Gains in conceptual understanding and student motivation were documented. These findings indicated that allowing choice and leveling of skills to achieve the same conceptual understanding promoted student learning and the overall enjoyment and motivation for learning.
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