Robertson et al detail a 5E learning cycle integrating science and mathematics challenges and engages second-grade students in designing sail cars to solve an engineering problem. Students create and use line plots to organize their data to evaluate the strengths and weakness of their design solutions. Three strategies were used to plan for successful integration in a 5E learning cycle. Integrating the STEM fields can increase student interest and learning, and our experiences with this integrated project support this finding.

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students&rsquo / mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher five hours per week in a 15-week. The data were analyzed by using one-way repeated measures analysis of variance and a paired-samples t-test. According to the results of the study it was found that there was a statistically significant change in mathematics achievement of sixth grade students who participated in the instruction based on 5E learning cycle over three time periods (pre-intervention, post-intervention, and follow-up). There was only no statistically significant mean difference between post-intervention and follow-up mathematics achievement. Furthermore, there was a statistically significant decrease in mean scores of attitudes toward mathematics from prior intervention to after intervention.

Diss.--Theologische Fakultät--Leipzig--Universität, 1997. / Bibliogr. p. 375-409. Index.

Cette biographie est née d’une insatisfaction et d’un constat : insatisfaction devant une lecture de la carrière de Gaston Defferre (1910-1986) souvent réduite au «maire de Marseille » – ignorant le législateur, parlementaire durant plus de quarante ans, ministre sous la IVe et la Ve République, et responsable socialiste incontournable - constat paradoxal de la longévité d’une carrière politique qui ne lui permit cependant jamais de jouer les tous premiers rôles. Son échec cinglant à la présidentielle de 1969 constitua à cet égard un tournant, sonnant le glas de ses ambitions nationales, au moment même où son pouvoir local était à son apogée. L’intérêt d’une biographie de Defferre réside par conséquent dans cette tension entre ancrage local et carrière nationale – caractéristique de bien des hommes politiques français. Comprendre sa trajectoire politique, jusque dans son inachèvement, nécessite de penser l’articulation de ces deux dimensions de son action, sans jamais les isoler l’une de l’autre. Croisant les papiers privés de Defferre et les archives publiques, locales et nationales, cette thèse aborde ainsi quatre grandes questions : la Résistance comme matrice et expérience structurante dans la carrière de Defferre - l’enracinement local comme ressource – garantie de longévité politique et amortisseur d’échec – et contrainte – sensible dans la décision politique – - le rapport du bourgeois et du notable au socialisme comme idéologie ainsi qu’au parti socialiste – auquel il fut indéfectiblement fidèle - l’homme d’Etat, enfin, à travers son œuvre législative, son rapport aux institutions et la façon dont il conjugua intérêt général, engagement socialiste et intérêt local. / I began my work on Gaston Defferre for two main biographical reasons : first of all I was unsatisfied by the fact that Gaston Defferre’s political career was often reduced in public discourse to « the Mayor of marseille » – thus ignoring the policy maker, and Member of parliament for over 40 years, in charge of a ministery many times under the 4th and 5th Republics, and major socialist leader - the second element was the paradox of a very long political career that never gave him the occasion to play any major part un French politics. His failure at the 1969 presidential election is to be regarded as an important break in his career, that put a final dot to his national ambitions meanwhile his local leadership was getting to an edge. This dynamic gap between local and national career, comparable to that of many other political french leaders, makes this biographic research relevant - examining firmly the link between both aspects helps understand why this career remained unfulfilled. This work, proceeding through comparisons between local and national public documents, as well as private ones, uncovers four series of questions : the Resistance regarded as a matrix and a structuring experience in Defferre’s career - the local settings that gave him political longevity and a parachute in the event of failure, as well as a real restraint for political decisions - his relation to socialism as an ideology and to the socialist party – to which he always remained faithfull - the statesman, his reforms, his relation to the institutions, and the way he dealt with general interest, his socialist commitment to local interest.

As advocated by the National Research Council [NRC] (1996) and the American Association for the Advancement of Science [AAAS] (1989), a change in the manner in which science is taught must be recognized at a national level and also embraced at a level that is reflected in every science teacher's classroom. With these ideas set forth as a guide for change,this study investigated the fifth grade students' understanding of force and motion concepts as they engaged in inquiry-based science investigations through the use of the 5E Learning Cycle. The researcher's journey through this process was also a focus of the study. Initial data were provided by a pretest indicating students' understanding of force and motion concepts. Four times weekly for a period of 14 weeks, students participated in investigations related to force and motion concepts. Their subsequent understanding of these concepts and their ability to generalize their understandings was evaluated via a posttest. Additionally, a review of lab activity sheets, other classroom-based assessments, and filmed interviews allowed for the triangulation of pertinent data necessary to draw conclusions from the study. Findings showed that student knowledge of force and motion concepts did increase although their understanding as demonstrated on paper lacked completeness versus understanding in an interview setting. Survey results also showed that after the study students believed they did not learn science best via textbook-based instruction.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

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