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dc.contributor.advisorSchmuckler, Joseph S., 1927-
dc.creatorBross, April Joyce
dc.date.accessioned2020-11-05T16:09:48Z
dc.date.available2020-11-05T16:09:48Z
dc.date.issued2008
dc.identifier.other864884460
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3712
dc.description.abstractThis study utilized an action research methodology to examine students' understandings of science knowledge, and meaningful learning using the SLD (Science Lecture Demonstration) and laboratory instructional method in a high school chemistry classroom. This method was a modification of the Science Lecture Demonstration Method as developed by Majerich and Schmuckler (2004, in press), the modification due to the addition of a laboratory component. The participants in this study represented a convenience sample which included one class of twenty-two, middle to high socio-economic status students (Mean family income over $75,000/year in 2005 U.S. dollars) in an honors chemistry course at a public high school in the state of New Jersey. These participants included nine girls and thirteen boys. The results of this study indicated what the students' understandings of science knowledge were, how the understandings differed among students, and to what extent those understandings were indicative of meaningful learning. These results were obtained by careful analysis of student generated concept maps, narratives from demonstration quizzes, laboratory reports, and test questions, as well as a teacher/researcher reflection upon the classroom experience. A simple taxonomy for analyzing students' understandings of science knowledge was developed, based upon the work of Majerich (2004). Findings indicated that the students' understanding of science knowledge, as well as the extent of meaningful learning that occurs in the chemistry classroom may be influenced by the roles of : explicit directions, pre-existing knowledge from elementary and middle school science classes, using examples vs. non-examples, macroscopic vs. microscopic views of nature, time for reflection, and everyday vs. scientific language. Results obtained from high school student responses confirmed Novak's observation of elementary students' lack of differentiation between the terms vapor and gas (Novak, 1998).
dc.format.extent320 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Sciences
dc.subjectChemistry, General
dc.titleAn Evaluation of Meaningful Learning in a High School Chemistry Course
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFitt, David
dc.contributor.committeememberCaldwell, Corrinne A.
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberKetelhut, Diane Jass
dc.description.departmentCITE/Language Arts
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3694
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-05T16:09:48Z


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