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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKanduch, Kendraen
dc.date.accessioned2016-01-03T23:23:05Z
dc.date.available2016-01-03T23:23:05Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9268en
dc.description.abstractInquiry has been proven to be a successful way of teaching to get students to be interested in science. This study looked at the 5E inquiry compared to traditional teaching to see if students would be more interested in science. Through interviews, tests, journals, surveys, and observations, the conclusion is that students perform better, as well as increase their interest in science, when taught with inquiry.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshInquiry-based learning.en
dc.subject.lcshMotivation in education.en
dc.subject.lcshEducation, Primary.en
dc.titleThe effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science classen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Kendra Kanduch.en
thesis.catalog.ckey2911933en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Walter Woolbaugh; Irene Grimberg.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage54en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage32en


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