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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorRuffatto, Joe M.en
dc.date.accessioned2013-06-25T18:37:04Z
dc.date.available2013-06-25T18:37:04Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2166en
dc.description.abstractThe purpose of this action research project was to investigate the efficacy of the use of hands on manipulative models in order to teach abstract biochemical processes. Students utilized enactive, hands-on modeling of photosynthesis, cellular respiration, cell division, DNA replication, and protein synthesis in order to advance to symbolic understanding of these subjects. In these activities, students acted out these processes with Students were assessed in order to see if confidence, engagement and understanding were improved. When monitored by a passive observer, increases in student engagement were observed.. Students reported that they were more confident in their ability to learn science material. Students also performed better on exams and showed longitudinal retention of material from the treatment lessons.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshBiologyen
dc.subject.lcshManipulatives (Education)en
dc.subject.lcshHigh school studentsen
dc.titleThe impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processesen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Joe M. Ruffattoen
thesis.catalog.ckey1978278en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Barry H. Pyle; Kimberli Naegeleen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage64en
mus.relation.departmentMaster of Science in Science Education.en_US


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