The effects of incorporating student-made visuals daily in the junior high science classroom

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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHeyer, Sharon Annetteen
dc.date.accessioned2016-01-03T23:23:07Z
dc.date.available2016-01-03T23:23:07Z
dc.date.issued2015en
dc.description.abstractThis project implemented student-made visuals daily in the life science classroom. Students used Play-Doh, white boards, and concept maps to create visuals that reinforced the science concepts. The use of student-made visuals increased understanding and retention for most students, and equally as important, caused students to have a positive attitude toward science.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/9261en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2015 by Sharon Annette Heyer.en
dc.subject.lcshLife sciencesen
dc.subject.lcshConcept mappingen
dc.subject.lcshManipulatives (Education)en
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of incorporating student-made visuals daily in the junior high science classroomen
dc.typeProfessional Paperen
mus.data.thumbpage14en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2911928en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Joe Bradshaw.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage72en

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