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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorDavis, Michelleen
dc.date.accessioned2016-01-03T17:56:37Z
dc.date.available2016-01-03T17:56:37Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9249en
dc.description.abstractResearch has shown there is a connection between vocabulary knowledge and student comprehension, though using vocabulary in constructed response questions often reveals a lack of understanding. This study examined the effect of implementing strategic vocabulary and writing activities with reasoning strategies based on the Universal Intellectual Standards to improve student comprehension of eighth grade earth science concepts. While resistance was encountered with implementation, valuable lessons were learned regarding future work in this area.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshEarth sciencesen
dc.subject.lcshCritical thinkingen
dc.subject.lcshVocabularyen
dc.subject.lcshMiddle school studentsen
dc.titleThe effects of implementing strategic vocabulary activities and writing activities with reasoning strategies on student understanding of eighth grade earth science conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Michelle Davis.en
thesis.catalog.ckey2911036en
thesis.degree.committeemembersMembers, Graduate Committee: Joe Bradshaw; C. John Graves.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage75en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage59en


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