Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDooley, Joyceen
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.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of using literature circles on understanding middle school earth science conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2011 by Joyce Dooleyen
thesis.catalog.ckey1921352en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

Files in this item


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.