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dc.contributor.advisorChairperson, Graduate Committee: Walter Woolbaughen
dc.contributor.authorDodge, Michelle Marieen
dc.description.abstractThis action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their ability to apply scientific knowledge to new situations. In this study the 5E instructional model was compared with the traditional approach of the direct teach instructional method. Student assessments, surveys, and interviews were used to gauge whether the 5E instructional model aided in student ability to apply knowledge and engage in classroom experiences. Teacher observations, an engagement tally, and teacher journals were also utilized to evaluate teaching effectiveness and student learning. In this study, the role of the teacher in the classroom within these two instructional models was compared. This study indicated a slight advantage of using the 5E instructional model over direct teach, however both methods of instruction can be effective tools in classroom teaching.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject5E learning cycleen
dc.subject.lcshEnvironmental sciencesen
dc.subject.lcshEducation, Secondaryen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshIndividualized instructionen
dc.titleThe effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Michelle Marie Dodgeen, Graduate Committee: John Winnie Jr.; Greg Francis.en Programs for Science Education.en Paperen

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