Chairperson, Graduate Committee: Greg FrancisIngwaldson, Holly Marie2021-11-162021-11-162020https://scholarworks.montana.edu/handle/1/16324The purpose of the study was to determine if students learn scientific concepts better from 5E instruction versus traditional science instruction. Two groups of students were taught genetics concepts in accordance with state standards. The non-treatment group received traditional science instruction while the treatment group received a small amount of traditional instruction followed by 5E instruction. Scores from the end of unit test were compared to see if there was a difference between mean and median values. Statistical testing indicated that students learned scientific concepts better when learning through 5E instruction. Students in the treatment group performed better on the test than students in the non-treatment group.en5E learning cycleBiologyHigh school studentsActive learningStudents--AttitudesEngagement (Philosophy)Professional PaperCopyright 2020 by Holly Marie Ingwaldson