| dc.contributor.advisor | Chairperson, Graduate Committee: Greg Francis | en |
| dc.contributor.author | Chase, Derek Alan | en |
| dc.date.accessioned | 2018-03-19T16:25:38Z | |
| dc.date.available | 2018-03-19T16:25:38Z | |
| dc.date.issued | 2017 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/13645 | en |
| dc.description.abstract | The study investigated the efficacy of Process Oriented Guided Inquiry Learning (POGIL) in a high school biology class when compared to a traditional teacher centered lecture approach. Data was collected through biology assessments, questionnaires, interviews, and class observations. Two classes participated as both the treatment and comparison group for two units each. Results suggest that POGIL is an effective teaching approach when implemented correctly that can improve student performance, increase class engagement, and foster positive attitudes towards learning biology. | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, College of Letters & Science | en |
| dc.subject.lcsh | Biology | en |
| dc.subject.lcsh | High school students | en |
| dc.subject.lcsh | Process-oriented guided inquiry learning | en |
| dc.subject.lcsh | Life sciences | en |
| dc.title | Process oriented guided inquiry learning (POGIL) in high school biology | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2017 by Derek Alan Chase | en |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Nick Lux. | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 96 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
| mus.data.thumbpage | 82 | en |
