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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorHill, Michael Fredericken
dc.date.accessioned2022-07-08T17:57:17Z
dc.date.available2022-07-08T17:57:17Z
dc.date.issued2021en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/16492en
dc.description.abstractIn order for students to achieve a high level of knowledge, teachers and students should be able to identify areas of understanding and areas that need improvement. Designing a progression that identifies concepts help guide teachers and students through the learning process. Students have the opportunity to show mastery in a concept before progressing to the next level. This action research provided students with a progression to guide their learning. Students reflected on each concept before moving to the next. As a result, students were able to show significant growth as well a sense of confidence in learning.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshEarth sciencesen
dc.subject.lcshEnvironmental sciencesen
dc.subject.lcshHigh school studentsen
dc.subject.lcshMastery learningen
dc.subject.lcshConcept learningen
dc.subject.lcshWeb-based instructionen
dc.titleThe effects of using learning progressions for student masteryen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2021 by Michael Frederick Hillen
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Stephanie McGinnis; Marcie Reueren
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage57en
mus.relation.departmentMaster of Science in Science Education.en_US
mus.data.thumbpage18en


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