The effects of compacted science units on student retention of science concepts

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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDavies, James Ivanen
dc.date.accessioned2013-11-25T22:44:34Z
dc.date.available2013-11-25T22:44:34Z
dc.date.issued2013en
dc.description.abstractClass lengths were manipulated to see if condensed science units could have the same effect as typical teaching. Five teachers taught two science units for 45 minutes a day for a couple weeks while others taught 180 minutes a day for 3-4 days. Students who learned in a daily format consistently scored higher than students in the condensed format, but the difference was not large.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2774en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by James Ivan Daviesen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshAction researchen
dc.subject.lcshEducationen
dc.titleThe effects of compacted science units on student retention of science conceptsen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2211031en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Greg Francis.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage51en

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