The effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of concepts

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorNedved, Spencer Vernonen
dc.date.accessioned2016-04-12T13:10:57Z
dc.date.available2016-04-12T13:10:57Z
dc.date.issued2015en
dc.description.abstractThe focus of the action research was to determine the impact integrating argumentation within guided-inquiry instruction had on students' understanding of concepts. The results of the implementation recorded significant student growth indicating argumentation can increase students' achievement and understanding of science concepts.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/9283en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2015 by Spencer Vernon Nedved.en
dc.subject.lcshPhysicsen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshDebates and debatingen
dc.titleThe effects of argumentation strategies, integrated in guided-inquiry activities, on eight-grade physics students' understanding of conceptsen
dc.typeProfessional Paperen
mus.data.thumbpage30en
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2951950en
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; Todd Kaiser.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage59en

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