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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHaack, Matthew P.en
dc.description.abstractSeventeen students in one section of high school biology were the focus of a study on the effect of cooperative-learning strategies on student understanding and long-term memory, student and teacher attitudes and engagement. Through the use of cooperative-learning strategies students are tasked with working collaboratively towards a shared goal. Each lesson utilizes peer to peer learning and self-discovery. One nontreatment unit was taught using traditional, teacher-centered lessons and compared to two treatment units which were taught using cooperative-learning strategies. While data collected for all students' understanding yielded mixed results, data showed definitive improvements in student understanding for the high-achieving students. Results also showed improvement in long-term memory, and a modest increase in attitudes, and engagement for all students and teacher's attitude. Using cooperative-learning strategies in my classroom presented an initial challenge to both me and the students, but after the first treatment unit was completed familiarity with the strategies allowed for a higher level of engagement and understanding. Because of this, I am excited about continueing the use of cooperative-learning strategies into my teaching in the future.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshGroup work in educationen
dc.subject.lcshHigh school studentsen
dc.titleThe effects of cooperative-learning strategies on students' understanding of high school biologyen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Matthew P. Haacken
thesis.catalog.ckey2685167en, Graduate Committee: Jewel J. Reuter; Joe Bradshaw.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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