Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorLamm, Zoe Dawnen
dc.description.abstractIn this investigation a variety of inquiry activities and labs were implemented in two different units of instruction, and compared to two traditionally taught units with the purpose of improving biology content knowledge and student motivation. Student attitude and motivation was measured using a student survey, student notebook reflections, and teacher observations. Biology content knowledge was measured using pre- and post-tests, and state standardized test scores. An improvement in student attitude and motivation was observed during the inquiry activities, but no statistical difference in student content knowledge was observed between the traditional units and inquiry units on classroom tests. Students showed significant improvement on the state standardized test. Most noticeable was the improvement in the students who had previously failed to meet the state standards, with a large gain in their application of science practices.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshHigh school studentsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshMotivation in educationen
dc.titleIncreasing student motivation and content knowledge through inquiry based teaching in biologyen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2017 by Zoe Dawn Lammen, Graduate Committee: C. John Graves; Elinor Pulcini.en Programs for Science Education.en Paperen

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.