The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSchultz, Jessicaen
dc.date.accessioned2013-06-25T18:41:31Z
dc.date.available2013-06-25T18:41:31Z
dc.date.issued2011en
dc.description.abstractIn this investigation I wanted to find out if implementing engineering strategies in my classes I teach would improve critical thinking skills among my students. The grades of my students ranged from the 7th grade to the 12th grade. The results of this investigation were that there was an improvement in critical thinking skills and an improvement in student involvement with their learning process.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2215en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2011 by Jessica Schultzen
dc.subject.lcshCritical thinkingen
dc.subject.lcshEngineeringen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshHigh school studentsen
dc.titleThe effects of intergrating engineering strategies in the science classroom on critical thinking skills of my studentsen
dc.title.alternativeEffects of integrating engineering strategies in the science classroom on critical thinking skills of my studentsen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1921356en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage44en

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