Is motivation and engagement increased for teachers as students conduct project-based science inquiry?
| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Mowchan, Stacey | en |
| dc.date.accessioned | 2016-04-12T13:10:59Z | |
| dc.date.available | 2016-04-12T13:10:59Z | |
| dc.date.issued | 2015 | en |
| dc.description.abstract | This study investigated the outcome of graduate students as they progressed through self-selected inquiry projects. Data was collected on prior knowledge and understanding of inquiry as well as comfort levels in choosing their own topics. The results showed that student motivation and engagement increased as project autonomy increased. Findings also revealed that metacognition increased when students were allowed greater control over project outcomes leading to conceptual changes in understanding. | en |
| dc.identifier.uri | https://scholarworks.montana.edu/handle/1/9279 | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, Graduate School | en |
| dc.rights.holder | Copyright 2015 by Stacey Mowchan. | en |
| dc.subject.lcsh | Project method in teaching | en |
| dc.subject.lcsh | Self-managed learning | en |
| dc.subject.lcsh | Teachers--Attitudes | en |
| dc.subject.lcsh | High school students | en |
| dc.title | Is motivation and engagement increased for teachers as students conduct project-based science inquiry? | en |
| dc.type | Professional Paper | en |
| mus.data.thumbpage | 22 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
| thesis.catalog.ckey | 2951946 | en |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Lisa Brown. | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 37 | en |
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