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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorListenik, Amy Claireen
dc.date.accessioned2017-03-16T14:13:10Z
dc.date.available2017-03-16T14:13:10Z
dc.date.issued2016en
dc.identifier.urihttp://scholarworks.montana.edu/xmlui/handle/1/10070
dc.description.abstractThe Common Core State Standards and Next Generation Science Standards have shifted demand towards literacy excellence. This project was designed to determine if dedicating a set amount of time each week to teaching and practicing literacy skills in a Chemistry classroom would increase student's scientific writing ability. Specifically, would students be better able to communicate scientific information using evidence, data, and content specific vocabulary terms. Formative assessments, peer reviewing, and discussion strategies were utilized over a six week period. The results indicate that these strategies are effective in increasing the writing ability of students in a science classroom. Additionally, students indicated a positive value of learning writing skills in a science classroom.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshChemistryen
dc.subject.lcshLiteracyen
dc.subject.lcshCommon Core State Standards (Education)en
dc.titleEffects of focused literacy techniques on scientific writing skills in the chemistry classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Amy Claire Listeniken
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Eric Brunsell; Candace Goodman.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage66en
mus.relation.universityMontana State University - Bozemanen_US


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