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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorRice, Jocelyn Mandyen
dc.description.abstractThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshRemedial teachingen
dc.subject.lcshHigh school studentsen
dc.subject.lcshAudio-visual materialsen
dc.subject.lcshConcept mappingen
dc.subject.lcshFlipped classroomsen
dc.titleAn investigation of four remediation techniques in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Jocelyn Mandy Riceen, Graduate Committee: C. John Graves; Kenneth Taylor.en Programs for Science Education.en Paperen

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