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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorBuehler, Dylan Craigen
dc.description.abstractThe ability to ascertain fact from fiction is becoming increasingly important for the human population. Without a solid foundation of science, mistruths about our world and solar system could be observed in popular science fiction movies and blindly accepted as science facts. The purpose of this study was to observe the effect of supplementing scientific instruction of space with the help of popular science fiction movies. Four chapters were taught alternating non-treatment and treatment. The non-treatment units were given lecture with teacher directed notes, projects associated with content, and an end of chapter test. Treatment chapters were given the same instruction with the inclusion of science fiction media clips with a discussion during and following the clips. Students were given Likert surveys, misconception probes, chapter tests and formative assessment throughout the study. Qualitative and quantitative data was analyzed to see if any changes occurred due to the inclusion of the treatment. Results indicated students enjoyed the inclusion of science fiction media in the classroom, but it did not indicate better test scores.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshEarth sciencesen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshScience fictionen
dc.subject.lcshAudio-visual materialsen
dc.titleScience fiction video supplementing earth science instructionen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2019 by Dylan Craig Buehleren, Graduate Committee: C. John Graves; Daniel Lawver.en Programs for Science Education.en Paperen

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