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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorCameron, Robin A.en
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.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
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, Graduate Committee: C. John Graves; Pati Gleeen Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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