Improving oral expressive language through science journal writing

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorThompson-Krug, Jacob Louisen
dc.date.accessioned2013-12-18T19:34:29Z
dc.date.available2013-12-18T19:34:29Z
dc.date.issued2013en
dc.description.abstractIn this investigation science journal writing was implemented with the purpose of improving student oral expressive language in small group discussion settings. Students wrote a response to a prompt in their journals and later discussed their answer with the group. Although students did not show much improvement in their overall writing and speaking ability, the special education students in the class showed an increase in speaking in the last three weeks of the treatment period. When surveyed, students felt more organized writing their thoughts down prior to speaking, and many preferred talking rather than writing. Understanding that students are eager to speak in class, yet feel more comfortable writing ideas down first, can provide educators with insight as to how to further develop speaking skills.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/2830en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2013 by Jacob Louis Thompson-Krugen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshVerbal abilityen
dc.subject.lcshNotebooksen
dc.titleImproving oral expressive language through science journal writingen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey2250831en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Lisa Brown; Kimberli Naegele.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage31en

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