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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorMonroe, Bobbi Lynnen
dc.date.accessioned2019-01-25T23:34:13Z
dc.date.available2019-01-25T23:34:13Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14795en
dc.description.abstractMiddle school seventh grade science students need to improve retention, understanding, and transfer of the science and engineering practices within the Next Generation Science Standards. Metacognitive strategies were introduced to the students' lessons at the beginning and end of each meeting time to reflect on the practice or practices used during the lesson, lab, or activity. Quarter grades from assessments covering the practices were used before and after the intervention to measure learning gains. Student surveys were also administered to determine understanding, enjoyment, and engagement of the technique. Interpretation and conclusion are to be discussed after completion of this action research.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshEngineeringen
dc.subject.lcshScienceen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshNext Generation Science Standards (Education)en
dc.subject.lcshMetacognitionen
dc.titleMetacognition and the next generation science standardsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Bobbi Lynn Monroeen
thesis.degree.committeemembersMembers, Graduate Committee: Eric Brunsell; John Paterson.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage46en
mus.data.thumbpage41en


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