| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Olmanson, Aaron Kent | en |
| dc.date.accessioned | 2013-06-25T18:36:48Z | |
| dc.date.available | 2013-06-25T18:36:48Z | |
| dc.date.issued | 2011 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/1986 | en |
| dc.description.abstract | In this investigation, student's drawings were implemented with the purpose of gathering information after a passive lesson in science. Students drew after two chapter lessons, one on vertebrates and one on chemistry. The student's final test scores closely (within 10%) reflected their drawing scores. The drawings were found to be a valuable formative assessment and the student's attitudes increased 38% in favor of using drawings in science as a way to communicate science knowledge learned. | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, Graduate School | en |
| dc.subject.lcsh | Science--Study and teaching | en |
| dc.subject.lcsh | Doodles | en |
| dc.subject.lcsh | Middle school students | en |
| dc.title | The effects of students drawing in their science notebooks on their understanding of science in seventh grade science | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2011 by Aaron Kent Olmanson | en |
| thesis.catalog.ckey | 1731195 | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 58 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
