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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorMindelzun, Ariana Rachaelen
dc.description.abstractThe purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.en
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshProblem solvingen
dc.subject.lcshEngagement (Philosophy)en
dc.subject.lcshCareer developmenten
dc.subject.lcshInternet in educationen
dc.titlePhenomenon-driven inquiry and science teacher professional developmenten
dc.typeProfessional Paperen
dc.rights.holderCopyright 2020 by Ariana Rachael Mindelzunen, Graduate Committee: C. John Graves; Angela Weikerten of Science in Science Education.en Paperen
mus.relation.departmentMaster of Science in Science Education.en_US

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