Demonstration of concept attainment of three biology concepts in selected grade levels, K-12
| dc.contributor.advisor | Janke, Delmar | |
| dc.creator | Clamann, York Hilmar | |
| dc.date.accessioned | 2020-08-21T21:48:17Z | |
| dc.date.available | 2020-08-21T21:48:17Z | |
| dc.date.issued | 1976 | |
| dc.description | Vita. | en |
| dc.description.abstract | The purpose of this study was to determine the level of attainment as well as the ability of students to assimilate, at a level of concept mastery, three selected biology concepts. This research was evaluated in light of the following hypotheses: Ho₁: There is no significant difference between posttest scores attained by the placebo and taught groups of a particular concept for each of the three grade levels. Ho₂: There is no significant difference between the levels of concept achievement found in taught groups of fifth, eighth, and eleventh grade students as measured by posttest scores. Procedure. The study included two phases: (phase 1) Selection of the concepts and development and validation of the instrument used for concept attainment evaluation; and (phase 2) the determination of concept attainment in grades five, eight and eleven in a large metropolitan school district. A minimum of 151 students (fifth grade N = 56, eighth grade N = 43, and eleventh grade N = 52) were studied for each of three biology concepts. All students were pretested approximately three weeks prior to treatment and posttest. The students in each grade level were randomly divided into two groups: a placebo group, which was not taught the concepts, and a taught group, which was taught each concept by the groups' classroom teacher who followed a specified lesson plan. Both groups were posttested at the end of each lesson. A 55-minute class period was utilized for the teaching and posttesting of each concept. Results and Interpretations. The fifth grade showed a significant difference between scores attained by placebo and taught groups in all three concepts. The eighth grade showed a significant difference between these two groups only in Concept B.. | en |
| dc.format.digitalOrigin | reformatted digital | en |
| dc.format.extent | xiv, 123 leaves ; | en |
| dc.format.medium | electronic | en |
| dc.format.mimetype | application/pdf | |
| dc.identifier.oclc | 2479660 | |
| dc.identifier.uri | https://hdl.handle.net/1969.1/DISSERTATIONS-508256 | |
| dc.language.iso | eng | |
| dc.publisher.digital | Texas A&M University. Libraries | |
| dc.rights | This thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use. | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
| dc.subject | Biology | en |
| dc.subject | Study and teaching (Elementary) | en |
| dc.subject | Biology | en |
| dc.subject | Study and teaching (Secondary) | en |
| dc.subject | Education (Curriculum and Instruction) | en |
| dc.subject.classification | 1976 Dissertation C586 | |
| dc.subject.lcsh | Biology | en |
| dc.subject.lcsh | Study and teaching (Secondary) | en |
| dc.subject.lcsh | Biology | en |
| dc.subject.lcsh | Study and teaching (Elementary) | en |
| dc.title | Demonstration of concept attainment of three biology concepts in selected grade levels, K-12 | en |
| dc.type | Thesis | en |
| dc.type.genre | dissertations | en |
| dc.type.material | text | en |
| thesis.degree.grantor | Texas A&M University | en |
| thesis.degree.name | Doctor of Philosophy | en |
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