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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorPavlovich, Christina Lynnen
dc.date.accessioned2017-03-21T20:11:49Z
dc.date.available2017-03-21T20:11:49Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10082en
dc.description.abstractThis study engaged teachers in professional development regarding science pedagogy to see if design and implementation of scientific literacy units increased student performance and classroom instruction. These professional development activities focused on scientific and engineering practices as defined by the National Research Council, scientific literacy skills and practices, and unit development. Teachers in this study taught explicit skills and practices during the fall semester and planned a scientific literacy unit that they implemented in their classrooms in the spring semester. The project measured conceptual change and attitudes in teachers in comparison to student achievement and attitudes about science. The study found that teacher conceptual change and attitudes affected student attitudes and achievement.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshCareer developmenten
dc.subject.lcshNext Generation Science Standards (Education)en
dc.subject.lcshTeachers--Attitudesen
dc.subject.lcshStudents--Attitudesen
dc.titleScientific literacy : teacher conceptual framework in relation to student achievement and attitudesen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Christina Lynn Pavlovichen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Klein.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage130en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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