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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorGreen, Vanessa Nasheeen
dc.date.accessioned2013-06-25T18:37:15Z
dc.date.available2013-06-25T18:37:15Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1383en
dc.description.abstractMiddle school can be a tough time for students to be willing to share their ideas and thoughts aloud in class. This study challenges that unwillingness to speak aloud in class and teaches students how to participate appropriately in formal class discussions. While conducting this study, data was collected to determine if the discussions had an effect on student performance and confidence in the science classroom. Students were observed during five different class discussions. Data was collected by using tools such as rubrics, self-assessments, pre-assessments and post-assessments. After two months of post-treatment, the study concluded with the knowledge that class discussions can be used as another strategy to engage students to be active participants in their learning of science topics while also allowing students to demonstrate oral speaking skills in a respectful learning environment.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshDiscussion.en
dc.subject.lcshMiddle school students.en
dc.subject.lcshAcademic achievement.en
dc.titleEffects of classroom discussions on student performance and confidence in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright Vanessa Nashee Green 2012en
thesis.catalog.ckey1978186en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Gravesen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage75en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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