東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Academic Achievement of 6th Grade St...

Overholt, Keith Bryan.

FindBook

Google Book

Amazon

博客來

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning./
作者:	Overholt, Keith Bryan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637216
ISBN:	9780355361919

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
Overholt, Keith Bryan.

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 99 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Southeastern University, 2017.

This study compared students taught with traditional teaching methods and those with project-based learning methods in a sixth-grade social studies classroom. Student assessments were examined to determine how students scored on lower-level thinking questions and higher-lever thinking questions as defined by Bloom's taxonomy of learning. Results indicated that students who were taught through traditional methods scored significantly higher on lower-level thinking questions than those taught through project-based learning. Conversely, students taught through project-based learning scored significantly higher on higher-level thinking questions than those taught through traditional methods.

ISBN: 9780355361919Subjects--Topical Terms:

516579
Education.

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
LDR:01703nmm a2200313 4500 001 2165851
005 20181129124501.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355361919
035 $a (MiAaPQ)AAI10637216
035 $a (MiAaPQ)seu:10014
035 $a AAI10637216
040 $a MiAaPQ $c MiAaPQ
100 1 $a Overholt, Keith Bryan. $3 3353945
245 1 0 $a Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 99 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Doug Roth.
502 $a Thesis (Ed.D.)--Southeastern University, 2017.
520 $a This study compared students taught with traditional teaching methods and those with project-based learning methods in a sixth-grade social studies classroom. Student assessments were examined to determine how students scored on lower-level thinking questions and higher-lever thinking questions as defined by Bloom's taxonomy of learning. Results indicated that students who were taught through traditional methods scored significantly higher on lower-level thinking questions than those taught through project-based learning. Conversely, students taught through project-based learning scored significantly higher on higher-level thinking questions than those taught through traditional methods.
590 $a School code: 0606.
650 4 $a Education. $3 516579
650 4 $a Middle school education. $3 969762
650 4 $a Social sciences education. $3 2144735
690 $a 0515
690 $a 0450
690 $a 0534
710 2 $a Southeastern University. $b Education. $3 3348220
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0606
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10637216