(Montana State University - Bozeman, College of Letters & Science, 2018) Dalbey, Leslie Heather; Chairperson, Graduate Committee: Walter Woolbaugh
Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two non-treatment units were designed using more traditional science teaching practices. To evaluate students' learning and retention of the science content the following data collection tools were utilized: pre-, post-, and delayed-post tests, performance assessments, and student generated concept maps. Results suggest that students made gains with both instructional methods but that there was not a clear distinction between which instructional style (5E or non-5E) was best.
