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The impact of discovery learning on middle grade students' conceptions of the water cycle

This study examined the use of discovery learning in science and how it affects students' academic performance as well as their self-efficacy in science. It also used a diagnostic tool to identify students' misconceptions about processes in the water cycle and where the misconceptions originated. While the study showed that the treatment group had a statistically significant greater academic gain from the pre-test to the post- test than did the no-treatment comparison group, from a teachers view point the gain would not be enough to benefit a student's performance on high stakes tests. Because the study was able to identify eight common misconceptions, it suggests that the misconceptions that students possess are difficult to uproot even using teaching methods that have been proven successful. / CITE/Mathematics and Science Education

Identiferoai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/4079
Date January 2014
CreatorsYoder, John D.
ContributorsDuCette, Joseph P., Smith, Michael W. (Michael William), 1954-, Schifter, Catherine, Lombardi, Doug, 1965-
PublisherTemple University. Libraries
Source SetsTemple University
LanguageEnglish
Detected LanguageEnglish
TypeThesis/Dissertation, Text
Format153 pages
RightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/
Relationhttp://dx.doi.org/10.34944/dspace/4061, Theses and Dissertations

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