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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorGrotbo, Sara Danielleen
dc.date.accessioned2015-03-05T16:14:58Z
dc.date.available2015-03-05T16:14:58Z
dc.date.issued2014en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/3552en
dc.description.abstractThe focus of this project was on the use of guided reflection in the middle school science classroom. Students reflected using various strategies both at the beginning and end of each class period. The goal of the project was to see how this daily reflection would affect student achievement and self-confidence for the learning goals of a unit. Students' achievement and self-confidence was evaluated by several methods: pre- and post-tests, surveys, interviews, student notebooks and direct observation. The results of the study indicated positive increases in both achievement and self-confidence with the addition of reflection activities to the science classroom.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshIntrospectionen
dc.subject.lcshAcademic achievementen
dc.subject.lcshSelf-confidenceen
dc.titleEffect of reflection on student achievement and self-confidence in the science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2014 by Sara Danielle Grotboen
thesis.catalog.ckey2685165en
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Suzanna Soileau.en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage44en
mus.relation.departmentMaster of Science in Science Education.en_US


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