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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorEngebretsen, Derek Kelleyen
dc.date.accessioned2019-01-24T14:36:43Z
dc.date.available2019-01-24T14:36:43Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14780en
dc.description.abstractThis study investigated the effect of developing and using rubrics to assess students' abilities to plan and carry out investigations and engage in argument from evidence as defined by the Next Generation Science Standards. The intervention was carried out with a group of eighth-grade students in science and a high school physics class. A control group of similar eighth-grade students was also established in another class. Modest gains were seen with the eighth-grade intervention subgroup in a test of scientific reasoning skills, but the real value in the intervention was the ability for the assessment tools to communicate expectations for these practices.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshHigh school studentsen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshPlanningen
dc.subject.lcshReasoningen
dc.subject.lcshGoals (Psychology)en
dc.subject.lcshNext Generation Science Standards (Education)en
dc.titleScience and engineering practices in secondary scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Derek Kelley Engebretsenen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; David Willey.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage56en
mus.data.thumbpage23en


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