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Description
This thesis aims to evaluate how in classroom demonstrations compare to regular education techniques, and how student learning styles affect interest in science and engineering as future fields of study. Science education varies between classrooms, but usually is geared towards

This thesis aims to evaluate how in classroom demonstrations compare to regular education techniques, and how student learning styles affect interest in science and engineering as future fields of study. Science education varies between classrooms, but usually is geared towards lecture and preparation for standardized exams without concern for student interest or enjoyment.5 To discover the effectiveness of demonstrations in these concerns, an in classroom demonstration with a water filtration experiment was accompanied by several modules and followed by a short survey. Hypotheses tested included that students would enjoy the demonstration more than a typical class session, and that of these students, those with more visual or tactile learning styles would identify with science or engineering as a possible major in college. The survey results affirmed the first hypothesis, but disproved the second hypothesis; thus illustrating that demonstrations are enjoyable, and beneficial for sparking or maintaining student interest in science across all types of students.
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Barrett Honors College theses and creative projects are restricted to ASU community members.

Details

Title
  • Experiments in Science Education: How In-Classroom Demonstrations and Hands-On Activities Affect Student Interest in Science and Engineering
Contributors
Date Created
2014-05
Resource Type
  • Text
  • Machine-readable links