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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorAlger, Kellen Thomasen
dc.date.accessioned2016-01-03T17:56:36Z
dc.date.available2016-01-03T17:56:36Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9237en
dc.description.abstractThe purpose of this study was to evaluate the impact the use of an inquiry based approach to science instruction has on students' engagement and understanding of content in a middle school physical science course. The 5E Learning Cycle was the inquiry model that was used. Students' level of engagement was monitored using journaling and classroom observations. To track changes of students' understanding of content material a pre and post-test was administered over the course of two units. The results of the study found that the 5E Learning Cycle had a positive impact on both engagement and understanding of content.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshActive Learning.en
dc.subject.lcshMiddle school students.en
dc.titleThe impact the 5E learning cycle model has on student achievement and engagement in a middle school science classen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Kellen Thomas Alger.en
thesis.catalog.ckey2911027en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); C. John Graves; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage55en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage18en


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