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An Evaluation of Meaningful Learning in a High School Chemistry Course

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Author	Bross, April Joyce
Title	An Evaluation of Meaningful Learning in a High School Chemistry Course
Year Degree Awarded	2008
Department	CITE/Language Arts
Degree	Ed.D.
Abstract	This 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).
Advisor	Schmuckler, Joseph S.
Committee Members	Fitt, David Caldwell, Corrinne A. Shapiro, Joan Poliner Ketelhut, Diane
Degree Granting Institution	Temple University
Subject	Education, Sciences Chemistry, General
Publisher	Temple University Libraries
Type	Dissertation
Format	application/pdf
Number of Pages	320
Rights	The author has granted Temple University a limited, non-exclusive, royalty-free license to reproduce his or her dissertation, in whole or in part, in electronic or paper form and to make it available to the general public at no charge. This permission is granted in addition to rights granted to ProQuest. The author retains all other rights.
Description	Temple University--Theses
Digital Collection	Temple University Electronic Theses and Dissertations
Contact	etd-library@listserv.temple.edu
File Size	1,760 KB

Title	An Evaluation of Meaningful Learning in a High School Chemistry Course - Page 1
Digital Collection	Temple University Electronic Theses and Dissertations
Contact	etd-library@listserv.temple.edu

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