Chairperson, Graduate Committee: Peggy Taylor.Helseth, Michael Scott2013-10-212013-10-212013https://scholarworks.montana.edu/handle/1/2788Teacher comments and feedback on student work in science notebooks is a key element in understanding the development of students' thinking. In this investigation critical teacher feedback was given in student science notebooks with the purpose of improving student achievement and critical thinking. Every week during the intervention the student notebooks were scored using a rubric and were given critical feedback from the teacher. The results showed that critical teacher feedback did not have a significant effect on student achievement. The process of giving students feedback created a valuable formative assessment that the teacher can use to adjust instruction.enScience--Study and teachingNote-takingLaboratory notebooksProfessional PaperCopyright 2013 by Michael Scott Helseth