Dissertation/Thesis Abstract

Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science
by Gunderson, Angelica E., M.S., California State University, Long Beach, 2012, 70; 1521587
Abstract (Summary)

This project was designed to incorporate three curriculum development strategies that have been created to increase student achievement in various content areas. Conceptual flow design, the 5E Instructional Model, and English language development strategies were used to create a seventh grade Genetics Unit. The unit was evaluated by three external experts and carried out in two seventh grade classrooms in an effort to assess its effectiveness. Based on the evaluators' feedback, the initial conceptual flow and lessons were found to be inconsistent and confusing. Overall, the organization of this unit seemed to support student achievement. The conceptual flow and the lesson layout of the unit were revised based on the evaluation data. All revisions and the established protocols will serve as models for further science curriculum development in the Norwalk-La Mirada Unified School District.

Indexing (document details)
Advisor: Straits, William
Commitee: Shanahan, Terry, Zwiep, Susan Gomez
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 51/04M(E), Masters Abstracts International
Subjects: Science education
Publication Number: 1521587
ISBN: 978-1-267-79016-3
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