The study of constructivist mathematical modeling for instruction of the gas laws in a high school chemistry unit.

dc.contributor.author	Cline, Bradley L.
dc.date.accessioned	2012-05-29T13:19:44Z
dc.date.available	2012-05-29T13:19:44Z
dc.date.created	2001	en_US
dc.date.issued	2012-05-29
dc.identifier.uri	http://hdl.handle.net/123456789/1097
dc.description	viii, 55 leaves	en_US
dc.description.abstract	Two groups of high school chemistry students were instructed in the gas laws with one of two possible treatments. One group was taught with a traditional textbook curriculum and one group was taught using constructivist strategies based on the mathematical modeling method. Pretest and post test data were collected from each group and analyzed to determine if either instructional method would show greater student understanding of the gas laws. Both methods were determined to have statistically significant positive effects on student post test scores. However, neither method showed a statistically significant higher mean gain in test scores.	en_US
dc.language.iso	en_US	en_US
dc.subject	Chemistry-Study and teaching (Secondary)	en_US
dc.title	The study of constructivist mathematical modeling for instruction of the gas laws in a high school chemistry unit.	en_US
dc.type	Thesis	en_US
dc.college	las	en_US
dc.advisor	Kenneth Thompson	en_US
dc.department	physical sciences	en_US