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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorPeterson, Sadie Nadineen
dc.date.accessioned2013-06-25T18:38:17Z
dc.date.available2013-06-25T18:38:17Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2049en
dc.description.abstractAt St. John the Evangelist, students showed a disparity between how they perform and how they think they perform. In order to determine whether instruction of what learning is and metacognitive reading strategies would improve science literacy and confidence in science; students were given instruction in different learning styles and reading strategies for use in and out of the classroom. Learning logs during reading, concept maps to assess knowledge and regulatory checklists were used to determine if student learning improved. Reading comprehension was measured before and during treatment. Students did not show a marked increase in use of these strategies after the treatment; however reading comprehension and attitudes toward science improved.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshMetacognitionen
dc.subject.lcshConcept mappingen
dc.titleThinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacyen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Sadie Nadine Petersonen
thesis.catalog.ckey1978274en
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.extentlastpage55en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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