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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorKlavon, Timen
dc.date.accessioned2016-02-27T15:30:31Z
dc.date.available2016-02-27T15:30:31Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9271en
dc.description.abstractA student's ability to face academic adversity is identified as resilience. It is described as being able to "bounce back" in the face of challenges. The question posed by this project is how does an inquiry-based design lab course impact the resilience learning of middle school students? The 55 middle school students at the Perkiomen School, in Pennsburg, PA, participated in such a course, where they were asked to use creativity to solve challenging problems in the classroom. The students completed pre- and post-treatment 8-Question Grit Scale surveys. They also described their experiences in the course using reflective assignments. They also participated in group interviews, and selected students participated in individual interviews. The pre-treatment student grit scores ranged between 1.88 and 4.50 with a mean of 3.44, while the post-treatment survey showed a range of 1.75 to 4.50 with a mean of 3.38. The teacher-completed surveys regarding how they perceived each student's grit showed a similar range, 1.92 to 4.56 with a mean of 3.25. The overall success of the treatment during the study was inconclusive. The overall student grit score dropped by a score of 0.06. The day student subgroup showed a decrease in grit score over the study of 0.03, though the boarding student subgroup also showed a decrease of 0.13. The findings of this study are encouraging, while though the mean grit score of all participants remained relatively unchanged, a majority of students did not show a negative change (33 of 54, 61%). While the idea of iteration and failure was always present in each activity, the students appeared to focus more on group dynamics when evaluating their progress. This leads to several interesting questions when planning future iterations of this course. Would the students benefit from a larger workspace which would allow for small workgroups and more independence? Would the course benefit from more time in the weekly class schedule, offering the students more opportunity to test their strategies? Lastly, given the relatively short time frame of the treatment period, would longer term surveying of the students validate the long term benefits of such a course?en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshResilience (personality trait)en
dc.subject.lcshChildrenen
dc.subject.lcshMiddle school studentsen
dc.titleIteration and failure : how does an inquiry-based design lab course impact the resilience learning of middle school students?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Tim Klavon.en
thesis.catalog.ckey2940801en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; David Willey.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage53en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage29en


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