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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorStrom, Reba. K.en
dc.date.accessioned2013-06-25T18:41:08Z
dc.date.available2013-06-25T18:41:08Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2364en
dc.description.abstractThis action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in the science content area of living and non-living things. Students participated in a ten-week study that used the inquiry model of instruction to teach science content relating to plants and animal features, lifecycles and characteristics of living things. The findings showed an increase in content knowledge of students and development of process skills of observation, questioning and communicating.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshEducation, Primaryen
dc.titleUsing guided inquiry to improve process skills and content knowledge in primary scienceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Reba K. Stromen
thesis.catalog.ckey1978316en
thesis.degree.committeemembersMembers, Graduate Committee: Elisabeth Swanson; Irene Grimbergen
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage66en
mus.relation.departmentMaster of Science in Science Education.en_US


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