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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorFiala, Andrewen
dc.description.abstractAt the beginning of the year students were taught the Question Formulation Technique -- a process that introduces the ideas of metacognition, convergent, and divergent thinking, as well as open and closed-ended questions. Then during each unit of study, students used the Question Formulation Technique to compile a list of questions. For homework, students examined their lists, and then identified five questions to prioritize for research in order to provide the greatest academic gain. To demonstrate academic growth, students created differentiated homework capable of teaching others in the form of their choice including songs, board games, and videos. This process was studied for its ability to improve students' attitudes about learning while at home, and to see if it encouraged self-regulated learning. The results of this study support the idea that students can use the Question Formulation Technique to differentiate physics homework. Many students improved their self-regulatory skills related to their physics education and a marginal improvement occurred in relation to student attitudes about learning while at home.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshAbility grouping in educationen
dc.titleUsing differentiated physics homework to create self-regulated learnersen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Andrew Fialaen, Graduate Committee: C. John Graves; Greg Francis.en of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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