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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorCramer, Karla B.en
dc.description.abstractThe investigation involved implementing constructivist instruction via the Biological Sciences Curriculum Study 5E Instructional Model to determine its' impact on student achievement and attitude. The study included 68 seventh grade Life Science students of average to above average achievement at a community based K-12 school in Florence, Montana. Treatment was implemented during a six week biome unit in which student achievement was assessed through the Evaluation Association Measured Academic Progress and summative assessments. Student attitude was evaluated through the Test of Science Related Attitudes and learning preference surveys, pre- and post-treatment. The effectiveness of constructivism approach to instruction on achievement via the BSCS 5E Instructional Model in the science classroom was not conclusively supported by data.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject5E learning cycleen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshAcademic achievementen
dc.subject.lcshMiddle school studentsen
dc.titleImpact of constructivism via the biological sciences curriculum study (BSCS) 5E model on student science achievement and attitudeen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Karla B. Crameren
thesis.catalog.ckey1970197en, Graduate Committee: C. John Gravesen of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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