Increasing conceptual learning in science through writing

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorNoble, Jenna Shandraen
dc.date.accessioned2018-04-03T20:55:26Z
dc.date.available2018-04-03T20:55:26Z
dc.date.issued2017en
dc.description.abstractThis project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities aimed at learning and remembering science content. Students also wrote reflections after inquiry activities to help them connect the activity to the content learned in the classroom. During Chapter 1: Introduction to Living Things, students did not receive write-to-learn activities. Chapters 2: Viruses, Bacteria, Protists, and Fungi and Chapter 3: Introduction to Animals, students did receive write-to-learn activities. From the Introduction to Living Things chapter to the Introduction to Animals chapter, there was a 14% increase in test score medians. Students' confidence in their writing and memory skills improved.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/14437en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2017 by Jenna Shandra Nobleen
dc.subject.lcshScienceen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshWritingen
dc.subject.lcshNotebooksen
dc.subject.lcshConceptsen
dc.titleIncreasing conceptual learning in science through writingen
dc.typeProfessional Paperen
mus.data.thumbpage49en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Klein.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage64en

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