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035 a| (Sirsi) o25693076;

035 a| (OCoLC)25693076;

049 a| EREE;

050 4 a| Q182.3b| .D34x 1991;

100 1 a| Daly, Kathleen B.,e| author.?| UNAUTHORIZED;

245 14 a| The effects of microscale and traditional chemistry experiments on the development of integrated science process skills /c| by Kathleen B. Daly.;

264 0 c| 1991.;

300 a| [v]. 47 leaves ;c| 28 cm;

336 a| textb| txt2| rdacontent;

337 a| unmediatedb| n2| rdamedia;

338 a| volumeb| nc2| rdacarrier;

502 b| C.A.S.c| East Carolina Universityd| 1991;

500 a| Submitted to the faculty of the Department of Science Education.;

500 a| Advisor: Moses M. Sheppard;

520 3 a| Two accelerated Chemistry classes were used to compare the development of the integrated science process skills. The students in each class were pretested using the Test of Integrated Process Skills (TIPS I) and posttested using the Test of Integrated Process Skills II (TIPS II). One class performed eight traditional macroscale laboratory experiments and the other class performed eight microscale laboratory experiments over a five month period. The results showed a significant gain in scores between the pretest and the posttest. There was not a significant difference between the macroscale group and the microscale group in terms of scores on the posttest. Therefore, one treatment was not shown to be significantly different from the other in terms of the development of the integrated science process skills.;

504 a| Includes bibliographical references (leaves 42-47).;

650 0 a| Sciencex| Study and teaching (Secondary)=| ^A383650;

650 0 a| Sciencex| Study and teachingx| Evaluation.=| ^A1018281;

650 7 a| Sciencex| Study and teaching (Secondary)2| fast0| (OCoLC)fst01108482;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

655 7 a| Academic theses.2| lcgft;

655 7 a| Thèses et écrits académiques.2| rvmgf0| (CaQQLa)RVMGF-000001173;

700 1 a| Sheppard, Moses M.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Science Education.?| UNAUTHORIZED;

856 41 z| Access via ScholarShipu| http://hdl.handle.net/10342/10352;

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949 a| Click on web addressw| asish| hsl111;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 416027;

999 a| Q182.3 .D34X 1991w| LCc| 2i| 30372010526751d| 11/13/2012f| 11/13/2012g| 1l| JGESm| JOYNERr| Ys| Yt| JGESBKu| 11/21/2000x| BOOKz| JSTACKSo| .STAFF. 0o| .STAFF. Copy Statement : c. 2;

999 a| MICROFILMw| JMFc| 1i| 296432*l| JMFOTm| JOYNERr| Ys| Yt| JMFOTFIu| 4/29/1992x| MICROFORMz| JMICROFORMo| .STAFF. 0;

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The effects of microscale and traditional chemistry experiments on the development of integrated science process skills / by Kathleen B. Daly.

Author/creator	Daly, Kathleen B. author.
Other author	Sheppard, Moses M., degree supervisor.
Other author	East Carolina University. Department of Science Education.
Format	Theses and dissertations
Production	1991.
Description	[v]. 47 leaves ; 28 cm
Supplemental Content	Access via ScholarShip
Subjects	Science--Study and teaching (Secondary). Science--Study and teaching. --Evaluation.

Summary	Two accelerated Chemistry classes were used to compare the development of the integrated science process skills. The students in each class were pretested using the Test of Integrated Process Skills (TIPS I) and posttested using the Test of Integrated Process Skills II (TIPS II). One class performed eight traditional macroscale laboratory experiments and the other class performed eight microscale laboratory experiments over a five month period. The results showed a significant gain in scores between the pretest and the posttest. There was not a significant difference between the macroscale group and the microscale group in terms of scores on the posttest. Therefore, one treatment was not shown to be significantly different from the other in terms of the development of the integrated science process skills.
General note	Submitted to the faculty of the Department of Science Education.
General note	Advisor: Moses M. Sheppard
Dissertation note	C.A.S. East Carolina University 1991
Bibliography note	Includes bibliographical references (leaves 42-47).
Genre/form	Academic theses.
Genre/form	Academic theses.
Genre/form	Thèses et écrits académiques.

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