The focus of this action research study was to determine if cross-curricular learning strategies could be used in a chemistry class to increase both student engagement and understanding of chemistry content. Two strategies were implemented in an honors chemistry course of sophomores and juniors. Participants were chosen on a voluntary basis, those students who chose not to participate still needed to complete the activities, however, their grades and responses were not included in the data. Participating students were required to complete a consent form and obtain parental permission. Students completed a creative writing activity and a kinesthetic activity in which they demonstrated their understanding of the content. The students showed an increase in engagement and understanding of chemical concepts that were a part of this research study. Thus, the conclusion of this research study suggests that implementing crosscurricular learning strategies increases student engagement and understanding of chemistry.
","abstract_html":"<p>The focus of this action research study was to determine if cross-curricular learning strategies could be used in a chemistry class to increase both student engagement and understanding of chemistry content. Two strategies were implemented in an honors chemistry course of sophomores and juniors. Participants were chosen on a voluntary basis, those students who chose not to participate still needed to complete the activities, however, their grades and responses were not included in the data. Participating students were required to complete a consent form and obtain parental permission. Students completed a creative writing activity and a kinesthetic activity in which they demonstrated their understanding of the content. The students showed an increase in engagement and understanding of chemical concepts that were a part of this research study. Thus, the conclusion of this research study suggests that implementing crosscurricular learning strategies increases student engagement and understanding of chemistry.</p>","abstract_has_math":false,"creators":["Keller, Heather L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Science, Technology, Engineering, Arts and Math Education","degree_department":null,"school":null,"contributors":["Rodríguez, Yvonne E. González"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-06-25T07:00:00Z","date_published":"2009-06-25T07:00:00Z","updated_at":"2026-07-24T04:13:27Z","subjects":["Chemistry--Study and teaching; Curriculum enrichment","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/632","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rodríguez, Yvonne E. González"]},{"key":"dc:creator","label":"Author","values":["Keller, Heather L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Science, Technology, Engineering, Arts and Math Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Chemistry--Study and teaching; Curriculum enrichment","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/632"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this action research study was to determine if cross-curricular learning strategies could be used in a chemistry class to increase both student engagement and understanding of chemistry content. Two strategies were implemented in an honors chemistry course of sophomores and juniors. Participants were chosen on a voluntary basis, those students who chose not to participate still needed to complete the activities, however, their grades and responses were not included in the data. Participating students were required to complete a consent form and obtain parental permission. Students completed a creative writing activity and a kinesthetic activity in which they demonstrated their understanding of the content. The students showed an increase in engagement and understanding of chemical concepts that were a part of this research study. Thus, the conclusion of this research study suggests that implementing crosscurricular learning strategies increases student engagement and understanding of chemistry.
"]},{"key":"dc:title","label":"Title","values":["What happens to student engagement and understanding of chemistry when cross-curricular activities and assignments are used in an honors chemistry class?"]}]}],"canonical_facts":{"dc:contributor":["Rodríguez, Yvonne E. González"],"dc:creator":["Keller, Heather L."],"dc:date.available":["2016-03-17T07:00:00Z"],"dc:description.abstract":["The focus of this action research study was to determine if cross-curricular learning strategies could be used in a chemistry class to increase both student engagement and understanding of chemistry content. Two strategies were implemented in an honors chemistry course of sophomores and juniors. Participants were chosen on a voluntary basis, those students who chose not to participate still needed to complete the activities, however, their grades and responses were not included in the data. Participating students were required to complete a consent form and obtain parental permission. Students completed a creative writing activity and a kinesthetic activity in which they demonstrated their understanding of the content. The students showed an increase in engagement and understanding of chemical concepts that were a part of this research study. Thus, the conclusion of this research study suggests that implementing crosscurricular learning strategies increases student engagement and understanding of chemistry.
"],"dc:identifier":["https://rdw.rowan.edu/etd/632"],"dc:subject":["Chemistry--Study and teaching; Curriculum enrichment","Secondary Education and Teaching"],"dc:title":["What happens to student engagement and understanding of chemistry when cross-curricular activities and assignments are used in an honors chemistry class?"],"thesis:degree_discipline":["Science, Technology, Engineering, Arts and Math Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:27Z"}