The effects of compacted science units on student retention of science concepts

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Date

2013

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Montana State University - Bozeman, Graduate School

Abstract

Class lengths were manipulated to see if condensed science units could have the same effect as typical teaching. Five teachers taught two science units for 45 minutes a day for a couple weeks while others taught 180 minutes a day for 3-4 days. Students who learned in a daily format consistently scored higher than students in the condensed format, but the difference was not large.

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