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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorOlmanson, Aaron Kenten
dc.date.accessioned2013-06-25T18:36:48Z
dc.date.available2013-06-25T18:36:48Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1986en
dc.description.abstractIn 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.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshDoodlesen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of students drawing in their science notebooks on their understanding of science in seventh grade scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright Aaron Kent Olmanson 2011en
thesis.catalog.ckey1731195en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage58en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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