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

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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Yoder, John D.
    Advisor
    DuCette, Joseph P.
    Committee member
    Smith, Michael W. (Michael William), 1954-
    Schifter, Catherine
    Lombardi, Doug, 1965-
    Department
    CITE/Mathematics and Science Education
    Subject
    Science Education
    Conceptual Change
    Discovery Learning
    Misconceptioins
    Water Cycle
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/4079
    
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    DOI
    http://dx.doi.org/10.34944/dspace/4061
    Abstract
    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.
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