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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDooley, Joyceen
dc.date.accessioned2013-06-25T18:41:13Z
dc.date.available2013-06-25T18:41:13Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1189en
dc.description.abstractThe use of Literature Circles (LC) in classrooms has been studied extensively as it deals with literacy development. However, there has been little research done using LC with learning science concepts. LC can be used for encouraging the unmotivated students to read to acquire content knowledge. Working with peers promotes accuracy and enjoyment of the subject. When students are expected to prepare to respond to selected readings they pay more attention to the content of their reading selections. LC promotes metacognitive awareness. Students answered survey questions reporting their use of various reading strategies; this awareness helped them build self-monitoring techniques. Building self-monitoring techniques is essential toward learning difficult content. Based on the data, students who are more metacognitively aware of their learning are more successful in class. Using LC, students are better prepared for formative assessments, as well as summative assessments.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshReading.en
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshMiddle school students.en
dc.titleThe effects of using literature circles on understanding middle school earth science conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright Joyce Dooley 2011en
thesis.catalog.ckey1921352en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage83en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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