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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorSilva, Judith B.en
dc.date.accessioned2013-12-18T19:34:31Z
dc.date.available2013-12-18T19:34:31Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2814en
dc.description.abstractThe impact of using games in the classroom to reduce student stress and increase content understanding was studied in a seventh grade life science classroom. An additional area of focus was the effect games had on classroom climate. Prior to treatment, classroom games were not used in the classroom. Data Collection Instruments consisted of a Classroom Attitude Survey administered before and after treatment, assessments before and after treatment, student interviews and a teacher journal of reflections and observations. A variety of games were used during the teaching of a unit on digestion and at the end as a review before the summative assessment. The results showed little improvement in content understanding or student stress. An improvement in classroom climate was observed with students arriving on time to class with an excitement to play the games.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshLife sciencesen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshEducational gamesen
dc.titleLet's play : using games in the science classroom to reduce student stress and increase content understandingen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by Judith B. Silvaen
thesis.catalog.ckey2250821en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Robyn Klein; Kimberli Naegele.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage56en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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