Assessing the effectiveness of using models to teach atomic structure
Table Of Contents
<p>1. Introduction<br> - Background of the study<br> - Rationale for using models in science education<br> - Research objectives<br>2. Literature Review<br> - Theoretical framework for model-based learning<br> - Types of atomic models and their educational value<br> - Previous research on the use of models in chemistry education<br>3. Methodology<br> - Research design<br> - Participant selection<br> - Instructional interventions<br> - Data collection and assessment methods<br>4. Implementation of Model-Based Instruction<br> - Selection of atomic models<br> - Integration into the curriculum<br> - Student engagement with models<br>5. Assessment of Student Learning<br> - Pre-test and post-test design<br> - Evaluation of student comprehension<br> - Visualization of atomic structure<br></p>
Thesis Abstract
<p> This research project aims to assess the effectiveness of using models to teach atomic structure in high school chemistry education. The study will investigate the impact of visual and tactile representations of atomic models on student comprehension, visualization of abstract concepts, and development of mental models. By comparing the learning outcomes of students exposed to model-based instruction with those receiving traditional teaching methods, this research seeks to provide insights into the potential benefits of incorporating models into the chemistry curriculum. <br></p>Thesis Overview
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