Chairperson, Graduate Committee: Greg FrancisMacDonald, Jamie Lee2022-07-082022-07-082021https://scholarworks.montana.edu/handle/1/16500Due to the Covid-19 pandemic, many schools have been required to move to a fully remote learning model, relying completely on technology. Science notebooks, which have been proven to be an effective teaching method, must be implemented in a digital format. Students in a 5th grade remote classroom used Google Drive to create science notebooks during one unit, while not using digital notebooks during another unit. Pre- and post- assessments were completed during each unit to measure growth. Students also participated in attitude surveys before, during, and after treatment. The teacher kept a self- assessment, including a journal. Students showed more growth during their post- assessment after using their digital science notebook, however, students didn't use their notebooks to their full potential throughout the unit. Students also were not able to show self-expression through their digital science notebooks. It is possible that digital science notebooks can be just as effective as physical science notebooks, but more research needs to be completed to find the best format for a digital science notebook.enScience--Study and teachingMiddle school studentsNotebooksWeb-based instructionExpression (Philosophy)Students--AttitudesProfessional PaperCopyright 2021 by Jamie Lee MacDonald