| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Clement, Carrie L. | en |
| dc.date.accessioned | 2013-11-25T22:44:33Z | |
| dc.date.available | 2013-11-25T22:44:33Z | |
| dc.date.issued | 2013 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/2766 | en |
| dc.description.abstract | The purpose of this study was to explore the effects of different strategies in note-taking within the 4th grade science classroom. The use of science notebooks and guided notes was explored to enhance teaching methods, support students' studying, and improve test scores. Results of the study indicate that there was not a significant change in student achievement when differentiating between the use of guided notes and science notebooks. | 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 | Education, Primary | en |
| dc.subject.lcsh | Note-taking | en |
| dc.title | The effects of using science notebooks and guided notes in fourth grade science | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2013 by Carrie L. Clement | en |
| thesis.catalog.ckey | 2211023 | en |
| thesis.degree.committeemembers | Members, Graduate Committee: C. John Graves; Greg Francis. | 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 | 56 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
