Dissertation/Thesis Abstract

Developing a notebook protocol for the high school chemistry classroom
by Rensing, Roselyn I., M.S., California State University, Long Beach, 2012, 113; 1521602
Abstract (Summary)

The focus of this project is to increase science literacy in high school students using a protocol that emphasizes writing. A protocol or lesson sequence comprises a code of behavior to encourage learning through reflection, writing, and self-assessment. A basic protocol may have a sequence of writing elements or tasks which checks for prior knowledge, looks at lesson standards, studies content, and summarizes learning. Using the protocol, students will demonstrate evidence of their learning through writing.

The project will identify a progression of tasks which enable students to master content and express mastery through writing. The student's interactive notebook will record evidence of their learning. Several styles of writing and reporting tasks will be explored using the notebook. Students will help implement and identify tasks that demonstrate their knowledge and understanding of science content.

Indexing (document details)
Advisor: Zwiep, Susan Gomez
Commitee: Straits, William, Topps, Jo, Zwiep, Susan Gomez
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 51/04M(E), Masters Abstracts International
Subjects: Science education
Publication Number: 1521602
ISBN: 978-1-267-79031-6
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