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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorCrider, Joe Colinen
dc.date.accessioned2013-11-25T22:44:34Z
dc.date.available2013-11-25T22:44:34Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2770en
dc.description.abstractIn this investigation, two third grade science classes were studied to determine whether the 5E Learning Cycle or traditional teaching methods were more effective in improving student achievement, interest and engagement. Both classes participated in a three-week 5E Learning Cycle unit and a three-week traditional teaching method unit. Results revealed higher student scores, interest and engagement during the 5E Learning Cycle units than the traditional teaching method units.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject5E learning cycleen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEducation, Primaryen
dc.titleThe 5E learning cycle vs. traditional teaching methods and how they affect student achievement, interest, and engagement in a third grade science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Joe Colin Crideren
thesis.catalog.ckey2211027en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Joe Bradshaw.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage34en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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