Author

Alan Bandstra

Date of Award

3-1998

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

John Van Dyk

Second Advisor

Rick Eigenbrood

Abstract

Middle school science students appear to lack motivation when learning under teaching methods which reduce the subject of science to a body of facts. This study attempted to examine the effectiveness of problem-based learning as an alternative teaching method in sixth grade science. The participants were generally homogeneous representing mostly Caucasian children, and the classrooms were typical classrooms containing the normal range of abilities. Three variables were tested in a quasi-experimental pre-test/post-test control group design: attitude toward science, problem-solving ability, and knowledge. Results showed no significant effect for any of the variable as a result of the intervention. However, certain factors in the methodology of the intervention may have played a large role in affecting the outcomes.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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