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dc.contributor.advisorChairperson, Graduate Committee: Peggy Tayloren
dc.contributor.authorLloyd, Amber Leaen
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/1/10071
dc.description.abstractScience education is at a crucial time, when states and school districts are considering aligning their standards with the Next Generation Science Standards. The purpose of this study was to investigate the effects of the standards on student and teacher learning. Students were given Next Generation Science Standards aligned assessments and averaged together using a rubric. The results showed that students improved in their ability to identify and use the Next Generation Science Standards Science and Engineering Practices along with the Crosscutting Concepts. However, no significant gains were made in the content areas. Through student interviews, students expressed an enjoyment of learning the Practices and Crosscutting Concepts.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshNext Generation Science Standards (Education)en
dc.subject.lcshEngineeringen
dc.subject.lcshStudents Attitudesen
dc.titleAssessing the Next Generation Science Standards and its effects on student and teacher learningen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Amber Lea Lloyden
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); C. John Graves; Daniel Lawver.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage56en
mus.relation.universityMontana State University - Bozemanen_US


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