Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMowchan, Staceyen
dc.description.abstractThis study investigated the outcome of graduate students as they progressed through self-selected inquiry projects. Data was collected on prior knowledge and understanding of inquiry as well as comfort levels in choosing their own topics. The results showed that student motivation and engagement increased as project autonomy increased. Findings also revealed that metacognition increased when students were allowed greater control over project outcomes leading to conceptual changes in understanding.en
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshProject method in teachingen
dc.subject.lcshSelf-managed learningen
dc.subject.lcshHigh school studentsen
dc.titleIs motivation and engagement increased for teachers as students conduct project-based science inquiry?en
dc.typeProfessional Paperen
dc.rights.holderCopyright 2015 by Stacey Mowchan.en
thesis.catalog.ckey2951946en, Graduate Committee: C. John Graves; Lisa Brown.en Programs for Science Education.en Paperen
mus.relation.departmentIntercollege Programs for Science Education.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record

MSU uses DSpace software, copyright © 2002-2017  Duraspace. For library collections that are not accessible, we are committed to providing reasonable accommodations and timely access to users with disabilities. For assistance, please submit an accessibility request for library material.