Effective use of humor in a secondary science classroom

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Date

2011

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Montana State University - Bozeman, Graduate School

Abstract

Students and administrators have often commented positively about my ability to bring humor into the classroom, but I had never made a direct correlation between this humor and student achievement. The purpose of this study was to try and make that connection by using humorous warm-up activities, assignments, and lectures during two astronomy lessons. Initial results showed improvements in student participation and recall, but overtime the humor was less effective.

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