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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorPavlovich, Christina Lynnen
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.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshCareer developmenten
dc.subject.lcshNext Generation Science Standards (Education)en
dc.titleScientific literacy : teacher conceptual framework in relation to student achievement and attitudesen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Christina Lynn Pavlovichen, Graduate Committee: C. John Graves; Robyn Klein.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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