The effects of students drawing in their science notebooks on their understanding of science in seventh grade science

dc.contributor.advisor	Chairperson, Graduate Committee: Peggy Taylor.	en
dc.contributor.author	Olmanson, Aaron Kent	en
dc.date.accessioned	2013-06-25T18:36:48Z
dc.date.available	2013-06-25T18:36:48Z
dc.date.issued	2011	en
dc.description.abstract	In this investigation, student's drawings were implemented with the purpose of gathering information after a passive lesson in science. Students drew after two chapter lessons, one on vertebrates and one on chemistry. The student's final test scores closely (within 10%) reflected their drawing scores. The drawings were found to be a valuable formative assessment and the student's attitudes increased 38% in favor of using drawings in science as a way to communicate science knowledge learned.	en
dc.identifier.uri	https://scholarworks.montana.edu/handle/1/1986	en
dc.language.iso	en	en
dc.publisher	Montana State University - Bozeman, Graduate School	en
dc.rights.holder	Copyright 2011 by Aaron Kent Olmanson	en
dc.subject.lcsh	Science--Study and teaching	en
dc.subject.lcsh	Doodles	en
dc.subject.lcsh	Middle school students	en
dc.title	The effects of students drawing in their science notebooks on their understanding of science in seventh grade science	en
dc.type	Professional Paper	en
mus.relation.department	Master of Science in Science Education.	en_US
thesis.catalog.ckey	1731195	en
thesis.degree.department	Master of Science in Science Education.	en
thesis.degree.genre	Professional Paper	en
thesis.degree.name	MS	en
thesis.format.extentfirstpage	1	en
thesis.format.extentlastpage	58	en

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