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dc.contributor.advisorZvoch, Keithen_US
dc.contributor.authorHolveck, Susanen_US
dc.creatorHolveck, Susanen_US
dc.date.accessioned2012-10-26T04:02:59Z
dc.date.available2012-10-26T04:02:59Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/1794/12414
dc.description.abstractThis mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectConceptual changeen_US
dc.subjectDensityen_US
dc.subjectMiddle schoolen_US
dc.subjectMisconceptionsen_US
dc.subjectScience educationen_US
dc.subjectScientific inquiryen_US
dc.titleTeaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approachen_US
dc.typeElectronic Thesis or Dissertationen_US


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