Reconstructing High School Chemical Reaction Lessons to Motivate and Support Conceptual Learning

Autor/in	Ndiforamang, Nathan Moma
Titel	Reconstructing High School Chemical Reaction Lessons to Motivate and Support Conceptual Learning
Quelle	(2017), (374 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Delaware
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-3501-7
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Science Instruction; Qualitative Research; Chemistry; Teaching Methods; Scientific Concepts; Instructional Leadership; Science Teachers; Enrollment Trends; Misconceptions; School Districts; Science Curriculum; Guides; Feedback (Response); Learning Activities; Learning Strategies; Web Sites; Educational Improvement; Educational Quality; Student Motivation; Secondary School Teachers; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Missverständnis; School district; Schulbezirk; Handbuch; Leitfaden; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Web-Design; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Schulische Motivation
Abstract	The primary focus of this education leadership portfolio is to reconstruct lessons on chemical reaction concepts for teachers to use and reach all learners of chemistry in Cecil County Public Schools. As a high school chemistry teacher, I have observed that student enrollment in chemistry is relatively low, and students show little enthusiasm about being successful in chemistry compared to other science subjects. To understand these issues, I researched conceptual learning, misconceptions, and best practices; prepared open-ended questions in a survey for chemistry teachers in my district; distributed the survey; received their responses; and processed the information received. I analyzed the data using qualitative techniques, and the results revealed that many of the tools provided in the district's curriculum guide for chemistry were not effective in class. I used the data to search for learning tools and classroom resources that could improve students understanding of chemistry concepts. I then reconstructed eight lessons on chemical reaction concepts utilizing those tools and resources. I redistributed the reconstructed lessons to teachers who had volunteered to review the lessons and provide professional feedback. The teachers' feedback revealed that the tools and resources incorporated in the reconstructed lessons included interactive activities that would excite students. The teachers indicated that the lessons were technology rich and included a variety of learning strategies. They also noted that the lessons included too many activities to cover within a day's lesson, and some of the recommended weblinks had technical issues. Most of the suggestions received were used to improve the quality of the reconstructed lessons and will serve as a resource for future fine-tuning of the lessons. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01