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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorFairchild, Nathan R.en
dc.date.accessioned2013-06-25T18:40:06Z
dc.date.available2013-06-25T18:40:06Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1240en
dc.description.abstractIn this investigation, nature of science instruction was blended with evolution instruction that did not use words like evolution and natural selection for the purpose of increasing student understanding of evolution and the nature of science as well as increasing acceptance of the theory of evolution. Participants included 1 class of 20 7th-graders and 1 class of 18 8th-graders. Student learning and understanding were assessed with classroom summative tests, online surveys, and recorded interviews. Results revealed increased understanding of the nature of science and evolution, along with increased acceptance of evolution.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEvolutionen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshNatural selectionen
dc.titleThe effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolutionen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Nathan R. Fairchilden
thesis.catalog.ckey1970199en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Kimberli Naegele; Shannon Waldenen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage48en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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