Chemistry Teachers’ Journey through Modeling Instruction: From Workshop to Classroom

dc.contributor.advisor Phelps, Amy Frick, Tasha M.
dc.contributor.committeemember Sanger, Michael
dc.contributor.committeemember Handy, Scott
dc.contributor.department Chemistry en_US 2016-05-13T18:29:02Z 2016-05-13T18:29:02Z 2016-03-25
dc.description.abstract This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability. M.S.
dc.publisher Middle Tennessee State University
dc.subject Chemistry education
dc.subject Fidelity of implementation
dc.subject Modeling Instruction
dc.subject Professional development
dc.subject Student-centered
dc.subject.umi Teacher education
dc.subject.umi Pedagogy
dc.subject.umi Science education
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel Masters
dc.title Chemistry Teachers’ Journey through Modeling Instruction: From Workshop to Classroom
dc.type Thesis
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