Chairperson, Graduate Committee: C. John GravesMcCollough, David Frederick2023-07-312023-07-312022https://scholarworks.montana.edu/handle/1/17486In this study, high school Earth science students were taught units on geologic time, oceanography, weather, and meteorology using the 5E learning cycle and traditional teaching methods. Pretest and posttest assessments, delayed posttests, observations, student interviews and pre- and post- TOSRA surveys were used to determine how the 5E learning cycle affects high school students. Results of this study suggested that there was no significant difference between outcomes of the two teaching methods. However, students seemed to enjoy the inquiry approach of the 5E learning cycle.en5E learning cycleEarth sciencesHigh school studentsInquiry-based learningStudents--AttitudesProfessional PaperCopyright 2022 by David Frederick McCollough