Does a technology assisted classroom affect/impact an at risk classroom in understanding nutrition?

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dc.contributor.advisorPetrosino, Anthony J. (Anthony Joseph), 1961-en
dc.contributor.committeeMemberMarder, Michaelen
dc.creatorDe Zeeuw, Audrey R.en
dc.date.accessioned2010-11-19T21:46:32Zen
dc.date.accessioned2010-11-19T21:46:38Zen
dc.date.accessioned2017-05-11T22:20:43Z
dc.date.available2010-11-19T21:46:32Zen
dc.date.available2010-11-19T21:46:38Zen
dc.date.available2017-05-11T22:20:43Z
dc.date.issued2010-05en
dc.date.submittedMay 2010en
dc.date.updated2010-11-19T21:46:38Zen
dc.descriptiontexten
dc.description.abstractThis study sought increase student understanding of nutrition with the use of technology. The purpose of this study was to investigate the effects of using technology, in the form of the legacy cycle, on student understanding of nutrition, with a particular interest in at risk students. Ninth grade students participated in either a legacy cycle lesson or a traditional classroom instruction that taught facts about genetically modified organisms (GMO’s) and the controversy that surrounds GMOs integration into the diet of the world. Analysis of pretest, posttest, and one-week retention test scores showed that there was no significant difference between the two teaching methods, although both were effective at teaching the concepts. This study showed that the legacy cycle could be incorporated in the academic classroom without detriment to student learning.en
dc.description.departmentScience and Mathematics Educationen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2010-05-1170en
dc.language.isoengen
dc.subjectLegacy cycleen
dc.subjectAt risk studentsen
dc.subjectNutritionen
dc.subjectTechnology in the classroomen
dc.titleDoes a technology assisted classroom affect/impact an at risk classroom in understanding nutrition?en
dc.type.genrethesisen

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