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dc.contributor.advisorYounkyeong Nam
dc.contributor.advisorVeronesi, Peter
dc.contributor.authorMcKenna, Daniel M.
dc.date.accessioned2021-09-07T21:57:38Z
dc.date.available2021-09-07T21:57:38Z
dc.date.issued12/12/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5733
dc.description.abstractAbstract The aim of this study is to create conceptual change texts for use in the middle school Earth Science curriculum. This project was informed by the current research on student misconceptions, the conceptual change model, and conceptual change texts. A review of the literature demonstrated that student misconceptions are prevalent in most science classrooms and that the conceptual change model is the most effective model for addressing misconceptions. The research also found that conceptual change texts are an excellent application of the conceptual change model and can be used in any science classroom. The project associated with this study produced seven conceptual change texts that cover seven different middle school Earth Science topics.
dc.subjectConceptual Change Texts
dc.subjectConceptual Change Model
dc.subjectMisconceptions
dc.titleUsing Conceptual Change Texts to Address Misconceptions in the Middle School Science Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:57:38Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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