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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorShields, C. J.en
dc.coverage.spatialIndianaen
dc.date.accessioned2013-12-18T19:34:33Z
dc.date.available2013-12-18T19:34:33Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2838en
dc.description.abstractEngineering has become an integral component of science education in the state of Indiana. Despite the recent inclusion of engineering standards in the Indiana's Academic Standards for Science, there is little information about how best to teach engineering in the science classroom. Ascribing to a belief that middle school students learn best from activities that engage them to the greatest degree, this study sought to determine what type of engineering activities seventh grade science students found most and least interesting. To ascertain an answer, students were presented with a sequence of four engineering lessons, two applied, or hands-on, and two virtual. Results were determined using data collected from pretests, posttests, student self-evaluations, student interviews, and a teacher self-evaluation. Initial results indicated a slight preference for applied activities.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEngineeringen
dc.subject.lcshMiddle school studentsen
dc.titleWhen learning about engineering, what type of learning activities do seventh grade science students prefer?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2013 by C. J. Shieldsen
thesis.catalog.ckey2250820en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Dave Willey.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage152en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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