The effects of using science notebooks and guided notes in fourth grade science

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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorClement, Carrie L.en
dc.date.accessioned2013-11-25T22:44:33Z
dc.date.available2013-11-25T22:44:33Z
dc.date.issued2013en
dc.description.abstractThe purpose of this study was to explore the effects of different strategies in note-taking within the 4th grade science classroom. The use of science notebooks and guided notes was explored to enhance teaching methods, support students' studying, and improve test scores. Results of the study indicate that there was not a significant change in student achievement when differentiating between the use of guided notes and science notebooks.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2766en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Carrie L. Clementen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEducation, Primaryen
dc.subject.lcshNote-takingen
dc.titleThe effects of using science notebooks and guided notes in fourth grade scienceen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2211023en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Greg Francis.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage56en

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