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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDevore, Kimberly A.en
dc.date.accessioned2013-06-25T18:38:22Z
dc.date.available2013-06-25T18:38:22Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1172en
dc.description.abstractIn this study, the use of science notebooks was implemented with 2nd grade students to determine their impact on student science concept understanding. It was found that notebook use increased student concept understanding. It was also determined that writing instruction improved the quality and accuracy of written responses, and that those improvements affected the success of student understanding and notebook content. This research has shown that lower elementary students benefit from keeping a science notebook.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshSchool notebooks.en
dc.subject.lcshInquiry-based learning.en
dc.subject.lcshEducation, Primary.en
dc.titleThe impact of science notebooks on science concept understanding in the lower elementary classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright Kimberly A Devore 2012en
thesis.catalog.ckey1969932en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Joe Bradshawen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage79en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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