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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKellogg, Mark Daviden
dc.date.accessioned2013-06-25T18:37:10Z
dc.date.available2013-06-25T18:37:10Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1621en
dc.description.abstractMany students in my high school sophomore level required chemistry course were unmotivated, took little or no pride in their work, failed to see the broad picture of the content and exhibited a lack of organization in their work. Science notebooks utilizing a blended traditional and inquiry based format were used to improve achievement. Elements included guided inquiry investigations, journaling and graphic organizers. Removable constructive feedback, examples and personalization were used to foster a sense of ownership which improved motivation and developed a vision of relevance. Results of the project show that the strategies implemented were effective at increasing achievement and fostering ownership, especially when students invest in the strategies.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshLaboratory notebooks.en
dc.subject.lcshAcademic achievement.en
dc.titleThe effect of science notebooks on achievement and attitudeen
dc.typeProfessional Paperen
dc.rights.holderCopyright Mark David Kellogg 2012en
thesis.catalog.ckey1978376en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Gravesen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage45en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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