(Montana State University - Bozeman, Graduate School, 2014) Abernethy, Joshua David; Chairperson, Graduate Committee: Peggy Taylor.
This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to investigate the effects on student understanding, problem solving skills, and motivation. In addition, teachers' attitude and motivation was also studied. Writing-to-learn in the science classroom was shown to increase student retention in the content; however student motivation did not increase. The effect on the teacher was increased motivation to teach writing with a slight decrease in the enjoyment of teaching.
