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dc.contributor.advisorChairperson, Graduate Committee: Michael Brody.en
dc.contributor.authorJames, Brianna Jeanen
dc.date.accessioned2013-06-25T18:38:15Z
dc.date.available2013-06-25T18:38:15Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1550en
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.language.isoenen
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshStudentsen
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.typeThesisen
dc.rights.holderCopyright 2011 by Brianna Jean Jamesen
thesis.catalog.ckey1707887en
thesis.degree.committeemembersMembers, Graduate Committee: Lynn Kelting-Gibson; Arthur W. Bangerten
thesis.degree.departmentEducation.en
thesis.degree.genreThesisen
thesis.degree.nameM Eden
thesis.format.extentfirstpage1en
thesis.format.extentlastpage50en
mus.relation.departmentEducation.en_US


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