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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMowchan, Staceyen
dc.date.accessioned2016-04-12T13:10:59Z
dc.date.available2016-04-12T13:10:59Z
dc.date.issued2015en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/9279en
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.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshProject method in teachingen
dc.subject.lcshSelf-managed learningen
dc.subject.lcshTeachers--Attitudesen
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
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Lisa Brown.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage37en
mus.relation.departmentIntercollege Programs for Science Education.en_US
mus.data.thumbpage22en


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