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dc.contributor.advisorChairperson, Graduate Committee: Michael Brody.en
dc.contributor.authorJames, Brianna Jeanen
dc.description.abstractThis article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high school of 1800 students were surveyed and assessed on their experiences in science. The instructional method used through the course of the study was science taught through a relevant/authentic manner. The results of this study imply that if educators can tie their curriculum to science concepts, students will achieve higher in science.en
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshScience--Study and teachingen
dc.titleConnecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievementen
dc.rights.holderCopyright 2011 by Brianna Jean Jamesen
thesis.catalog.ckey1707887en, Graduate Committee: Lynn Kelting-Gibson; Arthur W. Bangerten Eden

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