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dc.contributor.advisorHenning, Mary Bethen_US
dc.contributor.authorMain, Sindyen_US
dc.date.accessioned2018-10-03T14:20:43Z
dc.date.available2018-10-03T14:20:43Z
dc.date.issued2015
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/18637
dc.descriptionAdvisors: Mary B. Henning.en_US
dc.descriptionCommittee members: Jeff Clark; Beth Wilkins.en_US
dc.description.abstractAs schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of the students were taught using textbook/lecture science (TLS). Students were given pre, post, and delayed posttests on disease. This quasi-experiment found statistically significant difference between PBS and TLS, with PBS students having a higher mean score for all three tests than the TLS students. However, statistically significant delayed posttest results showed that black students seemed to retain information better when taught using TLS. These results may suggest that both PBS and TLS have a place in the science classroom to enhance the learning of all students, especially on content driven assessments.en_US
dc.format.extent101 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshScience educationen_US
dc.subject.lcshMiddle school educationen_US
dc.subject.lcshPedagogyen_US
dc.subject.lcshCurriculum developmenten_US
dc.subject.lcshScience--Study and teaching (Middle school)en_US
dc.subject.lcshScience--Study and teaching (Middle school)--Textbooksen_US
dc.subject.lcshProject method in teachingen_US
dc.subject.lcshEducational technologyen_US
dc.subject.lcshLecture method in teachingen_US
dc.titleProject-based learning versus textbook/lecture learning in middle school scienceen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Literacy and Elementary Educationen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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