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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorLamm, Zoe Dawnen
dc.date.accessioned2018-04-03T20:55:28Z
dc.date.available2018-04-03T20:55:28Z
dc.date.issued2017en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/13675en
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.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshBiologyen
dc.subject.lcshHigh school studentsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshStudents--Attitudesen
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
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Elinor Pulcini.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage71en
mus.data.thumbpage25en


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