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dc.contributor.advisorChairperson, Graduate Committee: Walter Woolbaughen
dc.contributor.authorDalbey, Leslie Heatheren
dc.date.accessioned2019-01-24T14:36:46Z
dc.date.available2019-01-24T14:36:46Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14776en
dc.description.abstractStudents participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two non-treatment units were designed using more traditional science teaching practices. To evaluate students' learning and retention of the science content the following data collection tools were utilized: pre-, post-, and delayed-post tests, performance assessments, and student generated concept maps. Results suggest that students made gains with both instructional methods but that there was not a clear distinction between which instructional style (5E or non-5E) was best.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject5E learning cycleen
dc.subject.lcshLife sciencesen
dc.subject.lcshGeneticsen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshConcept mappingen
dc.titleThe impact of the 5E learning cycle on seventh grade life science students' learning and retention of science conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Leslie Heather Dalbeyen
thesis.degree.committeemembersMembers, Graduate Committee: Charles McLaughlin.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage118en
mus.data.thumbpage32en


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