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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorShields, C. J.en
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.publisherMontana State University - Bozeman, Graduate Schoolen
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, Graduate Committee: Walter Woolbaugh; Dave Willey.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

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