Chemistry eleven : a hands on approach
| dc.contributor.author | Cane, William Brian | en_US |
| dc.date.accessioned | 2024-08-13T17:19:31Z | |
| dc.date.available | 2024-08-13T17:19:31Z | |
| dc.date.copyright | 1989 | en_US |
| dc.date.issued | 1989 | |
| dc.degree.department | Department of Social and Natural Sciences | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | This study explored the effects of two instructional treatments on two comparable groups of Chemistry 11 students in a semi-rural town in British Columbia, Canada. The purpose of the study was to explore the effects on students of teaching Chemistry 11 using a variety of non-traditiontal - hands on - teaching strategies as compared to using more traditional teaching strategies. The central foci of the research questions were academic test scores, cognitive development, attitude toward science, self concept and student interest/enjoyment. Quantitative data were collected on both the experimental and control groups on a pre-treatment/post-treatment schedule while qualitative data was. collected on each group on an on-going basis over the course of the study. Results of the study supported the hypothesis that hands on activities may: 1. contribute toward a significant increase in cognitive development, and 2. enhance student interest and enjoyment in Chemistry 11. Student self-perception and student attitude toward science showed insignificant longitudinal gain among both groups over the course of the study. | |
| dc.format.extent | 127 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/17386 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Chemistry eleven : a hands on approach | en_US |
| dc.type | Thesis | en_US |
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