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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorAbernethy, Joshua Daviden
dc.date.accessioned2015-01-25T17:49:28Z
dc.date.available2015-01-25T17:49:28Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3531en
dc.description.abstractThis project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to investigate the effects on student understanding, problem solving skills, and motivation. In addition, teachers' attitude and motivation was also studied. Writing-to-learn in the science classroom was shown to increase student retention in the content; however student motivation did not increase. The effect on the teacher was increased motivation to teach writing with a slight decrease in the enjoyment of teaching.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshWriting.en
dc.subject.lcshMiddle school students.en
dc.subject.lcshTeachers Attitudes.en
dc.titleEffects of student reflective writing on understanding of middle school science conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright Joshua David Abernethy 2014en
thesis.catalog.ckey2674229en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Jewel J. Reuter; Thomas E. McMahon.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage109en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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