rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Demonstration of concept attainment of three biology concepts in selected grade levels, K-12
  name:
    name part: Clamann, York Hilmar.
    role:
      role term: creator
  name:
    name part: Denton, Jon
    role:
      role term: degree committee member.
  name:
    name part: Janke, Delmar
    role:
      role term: degree supervisor.
  name:
    name part: Rollins, James
    role:
      role term: degree committee member.
  name:
    name part: Whitehouse, U. Grant
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses.
  origin info:
    place:
      place term: txu
    date issued: 1976
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xiv, 123 leaves ; 28 cm
  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..
  note: by York Hilmar Clamann.
  note: "Major subject: Education (Curriculum and Instruction)."
  note: Vita.
  note: Texas A & M University
  note: Includes bibliographical references (leaves 83-88).
  subject:
    topic: Biology
    topic: Study and teaching (Elementary)
  subject:
    topic: Biology
    topic: Study and teaching (Secondary)
  subject:
    topic: Education (Curriculum and Instruction)
  subject:
    topic: Biology
    topic: Study and teaching (Elementary)
  subject:
    topic: Biology
    topic: Study and teaching (Secondary)
  identifier: http://proxy.library.tamu.edu/login
  identifier: https://hdl.handle.net/1969.1/DISSERTATIONS-508256
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: https://hdl.handle.net/1969.1/DISSERTATIONS-508256
  record info:
    record content source: TXA
    record creation date: 761004
    record change date: 20220103135111.0
    record identifier: in00000507216
    language of cataloging:
      language term: eng