Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorTroge, Kristina Joen
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/1/2831en
dc.description.abstractThis project was designed to investigate if incorporating components of science journalism into the daily schedule in a chemistry and physics classroom would impact an ELL student's science literacy skills. Interaction with current science news, article writing, and monitoring student progress were included in the treatment units. Student writing samples and communication demonstrated improvement in multiple components of science literacy as measured in this study.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshEnglish language.en
dc.subject.lcshWritten communication.en
dc.subject.lcshCurrent events.en
dc.subject.lcshHigh school students.en
dc.titleThe effects of incorporating science journalism on science literacyen
dc.typeProfessional Paperen
dc.rights.holderCopyright Kristina Jo Troge 2013en
thesis.catalog.ckey2250832en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); C. John Graves; Chris Bahn; Kimberli Naegele.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage32en
mus.relation.departmentIntercollege Programs for Science Education.en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record