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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHelseth, Michael Scotten
dc.date.accessioned2013-10-21T20:20:53Z
dc.date.available2013-10-21T20:20:53Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2788en
dc.description.abstractTeacher comments and feedback on student work in science notebooks is a key element in understanding the development of students' thinking. In this investigation critical teacher feedback was given in student science notebooks with the purpose of improving student achievement and critical thinking. Every week during the intervention the student notebooks were scored using a rubric and were given critical feedback from the teacher. The results showed that critical teacher feedback did not have a significant effect on student achievement. The process of giving students feedback created a valuable formative assessment that the teacher can use to adjust instruction.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshNote-takingen
dc.subject.lcshLaboratory notebooksen
dc.titleWhat is the effect of teacher feedback in student notebooks on student achievement?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Michael Scott Helsethen
thesis.catalog.ckey2194120en
thesis.degree.committeemembersMembers, Graduate Committee: Erick Brusell; John Winnie.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage59en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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