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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorShargel, Matthew Joshuaen
dc.date.accessioned2013-06-25T18:40:12Z
dc.date.available2013-06-25T18:40:12Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2253en
dc.description.abstractHow can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? · How will digital science notebooks, based on an iPad platform, impact student attitudes and learning outcomes? · Will active, guided instruction impact student knowledge acquisition differently than passive, implicit modes of instruction in both iPad based and traditional notebooks? This action research was conducted on sixth grade students in my middle school science classroom. Each grade level at this private independent school consists of 40 students divided into two science sections of 20 students each.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshEducational technologyen
dc.subject.lcshMiddle school studentsen
dc.titleEffects of guided and unguided instruction using 1-to-1 student iPads in 6th grade scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Matthew Joshua Shargelen
thesis.catalog.ckey1978283en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; John Ritchie Boyden
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage47en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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