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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWatt, Mary Ann Hirshfelden
dc.date.accessioned2013-12-18T19:34:32Z
dc.date.available2013-12-18T19:34:32Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2833en
dc.description.abstractTwenty-nine students in two sections of high school chemistry were the focus of a study on the effect of the 5E instructional model on student understanding and long-term memory of chemistry concepts, and student and teacher attitude and engagement. In the 5E model, students cycle through Engage, Explore, Explain, Elaborate, and Evaluate phases of learning through the course of an entire curriculum unit. Each new phase builds upon and refers back to the previous phases. A nonintervention unit on chemical reactions was compared with two intervention units, stoichiometry and states of matter, which were taught according to the 5E model. While the data collected had mixed results as to the effect of the 5E model on student understanding of chemistry concepts, the data indicated that the 5E model may have a positive impact on student long-term memory of chemistry concepts. Students also became more engaged in the learning process during the intervention units, although they found the second intervention unit to be more challenging and frustrating. I was excited by the changes in my classroom, and frustrated when things did not go as planned. However, I look forward to trying to continue incorporating the 5E model into my teaching in the future.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject5E learning cycle.en
dc.subject.lcshChemistry.en
dc.subject.lcshExperiential learning.en
dc.subject.lcshHigh school students.en
dc.titleEffect of the 5E instructional model on student understanding and engagement in high school chemistryen
dc.typeProfessional Paperen
dc.rights.holderCopyright Mary Ann Hirshfeld Watt 2013en
thesis.catalog.ckey2250898en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Jewel J. Reuter; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage79en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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