Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement
dc.contributor.advisor | Chairperson, Graduate Committee: Michael Brody. | en |
dc.contributor.author | James, Brianna Jean | en |
dc.date.accessioned | 2013-06-25T18:38:15Z | |
dc.date.available | 2013-06-25T18:38:15Z | |
dc.date.issued | 2011 | en |
dc.description.abstract | This article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high school of 1800 students were surveyed and assessed on their experiences in science. The instructional method used through the course of the study was science taught through a relevant/authentic manner. The results of this study imply that if educators can tie their curriculum to science concepts, students will achieve higher in science. | en |
dc.identifier.uri | https://scholarworks.montana.edu/handle/1/1550 | en |
dc.language.iso | en | en |
dc.publisher | Montana State University - Bozeman, College of Education, Health & Human Development | en |
dc.rights.holder | Copyright 2011 by Brianna Jean James | en |
dc.subject.lcsh | Students | en |
dc.subject.lcsh | Science--Study and teaching | en |
dc.title | Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement | en |
dc.type | Thesis | en |
mus.relation.department | Education. | en_US |
thesis.catalog.ckey | 1707887 | en |
thesis.degree.committeemembers | Members, Graduate Committee: Lynn Kelting-Gibson; Arthur W. Bangert | en |
thesis.degree.department | Education. | en |
thesis.degree.genre | Thesis | en |
thesis.degree.name | M Ed | en |
thesis.format.extentfirstpage | 1 | en |
thesis.format.extentlastpage | 50 | en |
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