Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorRossana, Lisa Mary Rossanaen
dc.date.accessioned2017-03-21T20:11:54Z
dc.date.available2017-03-21T20:11:54Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10098en
dc.description.abstractThe purpose of this research project was to study the effects of incorporating scientific literacy into a high school environmental science classroom. The methods used assessed students' content knowledge, attitudes, and confidence. Students were provided with a variety of ancillary methods relating to content material and real-world applications. The overall treatment incorporated three units of study. The first unit of study was on the human population and incorporated basic textbook content material. The second unit of study was on environmental health. The second unit used the pedagogy of the first unit. In addition, students collaborated on ancillary textbook materials which facilitated the connection between content knowledge and real-world applications. The third unit of study was on soil and agriculture. The pedagogy in this unit included all teaching methods from the first two units. Additional ancillaries were incorporated into this unit in the form of a case study, a documentary, and a current event. The purpose of additional ancillaries beyond the text was to further the connection of environmental science content material to real-world applications, and to improve students' attitudes and confidence. Data were collected using student pre-treatment and post-treatment assessments, surveys, and interviews. In addition, teacher data were collected using classroom teacher and colleague observations. Observations were employed to gain understanding of students' interest and academic needs and to assess teacher pedagogy practices. The data indicated an overall improvement of students' understanding of content material. Data also indicated an overall decline in students' attitudes and confidence at the conclusion of this research project.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshEcologyen
dc.subject.lcshConcept learningen
dc.subject.lcshStudents--Attitudesen
dc.titleScientific literacy : the effects of incorporating literacy into a high school environmental science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Lisa Mary Rossanaen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Steven Holmgren.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage96en
mus.relation.departmentIntercollege Programs for Science Education.en_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.