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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorCameron, Robin A.en
dc.date.accessioned2013-06-25T18:43:32Z
dc.date.available2013-06-25T18:43:32Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1033en
dc.description.abstractHomework assignments were evaluated to see which types of assignments improved concept retention and increased the interest of diverse learners in introductory biology classes. The assignments were differentiated with attention to multiple intelligences, integration of the arts, non-textbook readings, and inquiry. The efficacy of these homework assignments was evaluated through a variety of instruments, including pretests and posttests, responses to journal prompts and surveys, and field notes. Students communicated that homework assignments were a valuable extension of classroom learning. They appreciated different types of homework assignments for varied reasons, including assignments they did not label as fun.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshHomeworken
dc.subject.lcshMultiple intelligencesen
dc.subject.lcshHigh school studentsen
dc.titleHomework that helps : identifying aspects of meaningful biology homework assignments : identifying aspects of meaningful biology homework assignmentsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Robin A. Cameronen
thesis.catalog.ckey1969923en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Pati Gleeen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage59en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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