The effects of regular journaling on 8th grade physical science students' learning and attitudes

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorBishel, John Anthonyen
dc.date.accessioned2013-10-21T20:20:52Z
dc.date.available2013-10-21T20:20:52Z
dc.date.issued2013en
dc.description.abstractDuring this research, frequent journaling was introduced to eighth grade physical science classes to determine the effect on their mastery of new science concepts, as well as their attitudes concerning science and learning about science. Both Likert attitude surveys and summative assessments were given pre-treatment and post-treatment for comparison. Students certainly did not like the journal assignments, because they did not want to write, however, both science attitudes and performances improved slightly.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2758en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by John Anthony Bishelen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEighth grade (Education)en
dc.subject.lcshLaboratory notebooksen
dc.subject.lcshNote-takingen
dc.titleThe effects of regular journaling on 8th grade physical science students' learning and attitudesen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2194105en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Chris Bahn.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage41en

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